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Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Published by Universitas Muhammadiyah Surakarta
ISSN : 24773328     EISSN : 28077245     DOI : -
Core Subject : Health, Science, Education, Social, Engineering,
Computer Science & IT Engineering Medicine & Pharmacology Social Sciences Other
The International Summit on Science, Technology and Humanity (ISETH) is organised by Universitas Muhammadiyah Surakarta. This summit aims to provide a platform for researchers and academics to share their research findings with others and meet lecturers and researchers from other institutions and to strengthen the collaboration and networking amongst the participants.
Arjuna Subject : Umum - Umum
Articles 1,460 Documents
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Strategies for Handling Difficult and Tantrum-Throwing Early Childhood Children Tatik, T; Slamet, Sri
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Purpose: This study aims to identify the factors that cause young children to be difficult to control and prone to tantrums, as well as to identify effective strategies for teachers and parents in dealing with such behavior. In addition, this study also seeks to assess the benefits of implementing these strategies on children's emotional and behavioral development in school and home environments.Methodology: The research method used was descriptive qualitative, with data collection techniques through direct observation, interviews with classroom teachers and parents, and documentation. The research subject was one child in group A at BA Aisyiyah Nurul Huda Bercak, Wonosamodro, who exhibited unruly behavior and frequent tantrums. The subject was selected using purposive sampling based on observations of the child's social and emotional behavior at school and at home.Results: The results of the study show that children with difficult behavior tend to withdraw from group activities, have difficulty concentrating, and often exhibit tantrum-like behavior such as crying, screaming, or throwing objects. The contributing factors include the child's inability to control their emotions, inconsistent parenting, and unmet psychological needs. After a collaborative approach was taken between teachers, parents, and therapists, positive changes were seen in the children's behavior, namely the ability to control emotions, focus on activities, and interact better with peers.Application/Originality/Value: This study provides practical contributions for teachers and parents in dealing with unruly children and tantrums through positive strategies, consistent communication, and cross-role collaboration. The originality of this study lies in the direct application of behavior management strategies in rural early childhood education settings, which shows that simple interventions such as behavioral therapy and empathetic approaches can improve children's emotional control and social interaction.
Strategies for Using Visual Media in Handling Children with Down Syndrome in Non-Inclusive Early Childhood Education Environments Hayati, Eni Nur; Slamet, Sri
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Learning for children with Down syndrome in non-inclusive early childhood education (PAUD) institutions still faces challenges, primarily due to teachers' limited ability to provide adaptive learning media tailored to their characteristics. Although theory suggests that visual media is effective in supporting information processing for children with intellectual disabilities, its implementation in the field is less than optimal. This situation indicates a research gap, namely the lack of in-depth studies on strategies for using visual media in non-inclusive early childhood education contexts that lack specialized facilities or teacher training. This study aims to analyze strategies for using visual media in learning for children with Down syndrome and identify obstacles that arise in daily learning practices. The study used a descriptive qualitative approach with a purposive sampling technique involving classroom teachers, principals, and parents. Data were collected through lesson observations, in-depth interviews, and documentation of the RPPM (Learning Plan), RPPH (Learning Plan), and the visual media used. Data analysis followed the Miles, Huberman, and Saldaña model, which includes data reduction, data presentation, and conclusion drawing. Data validity was strengthened through triangulation of sources and methods to enhance the credibility of the findings. The results showed that the use of visual media such as picture cards, posters, and concrete props improved attention, instruction comprehension, and communication skills in children with Down syndrome. Children responded better when information was presented visually than verbally. However, learning was still limited by minimal teacher training, limited resources, and the lack of systematic developmental evaluation instruments. This study contributes to the development of adaptive learning strategies in non-inclusive early childhood education (ECE) by confirming that the effectiveness of visual media is largely determined by teacher competence and institutional support.
Strategy of Drum Band Extracurricular Activities to Improve Children's Musical Intelligence M Musrifah; Junita Dwi Wardhani
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

This study aims to describe the strategies used in implementing drum band extracurricular activities as an effort to enhance children’s musical intelligence, particularly their ability to recognize musical elements such as rhythm, pitch, melody, and timbre.Method: The research employed a descriptive qualitative approach with data collected through observation, interviews, and documentation during drum band practice sessions. Research informants included drum band coaches, accompanying teachers, and parents, while the subjects were Class B children at TK Aisyiyah Bustanul Athfal XI Saren.The results showed that children participating in drum band extracurricular activities experienced significant improvement in understanding basic musical concepts such as rhythm, pitch, melody, and timbre. In contrast, children who did not participate demonstrated relatively lower musical abilities.Application/Originality/Value: The findings can serve as a reference for drum band coaches and teachers in developing musical intelligence through structured teaching methods, such as training correct stick-handling techniques and using a metronome to help children adjust their playing to a set tempo. Additionally, the selection process conducted by coaches and accompanying teachers ensures each child is placed according to their talent and abilities. This study highlights the important role of extracurricular activities in supporting the development of musical abilities in early childhood.
Integrating Islamic Values and Indigenous Psychology in Character Education: A Contextual Approach to Adolescent Moral Development in Madrasahs Muhammad Farhan; Ali Mustofa
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Character education is essential for developing adolescents with integrity, morality, and global competitiveness, particularly within Indonesia's multicultural and religious context where Islamic values and local wisdom remain highly relevant in addressing contemporary moral challenges. However, rapid digitalization, globalization, and the influence of social media have contributed to declining empathy, moral confusion, and identity crises among youth, while conventional character education in madrasahs often fails to address students' psychological and cultural contexts effectively. In response to these challenges, the integration of Islamic values with indigenous psychology offers a culturally sensitive and holistic framework for character development by combining Islamic moral principles with local cultural understanding. This integrative approach has the potential to create more authentic, relevant, and effective character education programs that align with both the religious and cultural identities of students. This study aims to examine the integration of Islamic values and indigenous psychology in character education through comprehensive literature analysis and case study examination. The research addresses three primary questions: (1) How can Islamic values and indigenous psychology be theoretically integrated in character education frameworks? (2) What are the practical implementations, successes, and challenges of this integration in madrasah settings? (3) What impacts can be expected from this integrative approach on adolescent moral development, and what are the implications for future practice? This study employed a qualitative research approach using systematic literature review methodology combined with illustrative case study analysis. The systematic literature review design was chosen to provide comprehensive understanding of theoretical frameworks, while case studies offered practical insights into implementation experiences. This mixed-method approach enables both theoretical synthesis and practical application analysis. Data analysis employed thematic content analysis following systematic review protocols with NVivo 12 software support for coding management and theme identification. The analysis process involved four stages: (1) initial coding of relevant concepts from each source using open coding techniques, (2) thematic categorization of codes into broader conceptual themes through axial coding, (3) synthesis of findings to identify patterns and relationships via selective coding, and (4) development of integrative framework based on synthesized themes. Two independent researchers conducted initial coding to ensure inter-rater reliability, achieving Cohen's kappa coefficient of 0.83, indicating substantial agreement. Discrepancies were resolved through discussion and consensus-building. For case study analysis, multiple data sources were utilized including institutional documents, interview transcripts with administrators and teachers, and observational notes. Triangulation techniques were employed through multiple data sources (documentary evidence, interviews, observations), multiple perspectives (administrators, teachers, students), and member checking with participants to validate findings. Cross-case analysis identified common patterns and unique contextual factors influencing implementation success, ensuring both within-case depth and cross-case generalizability. Findings reveal significant theoretical convergence between Islamic moral principles and indigenous psychological concepts. Key convergence areas include community-centered moral development, holistic human understanding, and exemplary figure roles in character formation. Case studies from two madrasahs demonstrate practical implementation through contextual learning approaches, experiential programs, and reflective practices, though challenges exist in teacher preparation and resource allocation. The research proposes a contextualized model of moral education that synergizes both paradigms to address contemporary character challenges while maintaining cultural authenticity and religious integrity. The integration represents a promising approach for enhancing character education effectiveness in madrasah settings.
Enhancing Work Engagement: The Role of Interactional Justice and Perceived Organizational Support among Employee Rizqi Zulfa Qatrunnada; Diah Ayu Saharani; Fachriza Nur Astuty
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Purpose: This study aims to examine the role of interactional justice and perceived organizational support in predicting work engagement among employees in the R&A department at PT X, using a quantitative approach.Methodology: Data were collected through purposive sampling and administered via an online survey distributed through company email. Participants included permanent employees of PT X's R&A Department who had worked at the company for at least one year and were willing to complete the questionnaire in full. The instruments used were the nine-item Interactional Justice Questionnaire, the eight-item Short Version of Perceived Organizational Support (SPOS-8), and the nine-item Utrecht Work Engagement Scale (UWES-9). A total of 67 employees successfully completed the entire survey. Multiple regression analysis was employed to test the research hypotheses.Results: The results revealed that both interactional justice and perceived organizational support significantly influenced work engagement (F = 13.996, p < .001). Specifically, interactional justice (β = .600, t = 3.453, p < .001) and perceived organizational support (β = .361, t = 3.453, p = .028) each had a positive and significant effect on work engagement. Applications/Originality/Value: Therefore, all three hypotheses were supported. The implications of these findings are discussed further in the study.
Emotional Inteligence in The Qur’an: Study of The Story of The Prophet Musa and Khidr Ermayani, Tri
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

The concept of emotional intelligence was first proposed by Peter Salovey and John D. Mayer (1990) in their scientific article entitled "Emotional Intelligence." Some time later, the concept of emotional intelligence became widely known after the publication of Daniel Goleman's (1995) work, "Emotional Intelligence: Why It Can Matter More Than IQ." In modern psychological discourse, emotional intelligence is understood as a person's competence in recognizing, interpreting, managing, and using emotions positively and productively. Although Goleman popularized the term emotional intelligence, this concept has actually been embedded in religious narratives long before the emergence of formal psychology. As a guide for the lives of Muslims, the Qur'an presents many stories that illustrate the principles of emotional intelligence through the dynamics of interactions between prophets and ordinary people, facing all their challenges. In QS Al-Kahfi [18]:60-82, especially the story of Prophet Musa and Prophet Khidr, offers a comprehensive case study of the dynamics of emotional intelligence in spiritual, moral, and interpersonal contexts. This study aims to explore how the Qur'an implicitly teaches emotional intelligence through an in-depth analysis of the dialogue, actions, and symbolism in the story.
Institutionalizing Education within Mosques: A Model for Islamic Community Development and Social Well-being in Kelantan Razak, Ateerah Abdul; Mustafa, Nor Hanim; Musa, Nik Yusri; Ahmad, Mohd Kamil
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Mosques have historically functioned not only as places of worship but also as key institutions for education, social cohesion, and community development within Islamic societies. In Kelantan, Malaysia, this multidimensional role has been institutionalised through the set of guidelines Garis Panduan Kewujudan Institusi Pendidikan dalam Kawasan Masjid (The Integration of Educational Institutions within Mosque Environments) issued by the Majlis Agama Islam dan Adat Istiadat Melayu Kelantan (MAIK) - Council of Islamic Religion and Malay Customs. This study investigates the institutional integration of educational facilities within mosque compounds, positioning it as a model for Islamic community advancement and social well-being. The guideline addresses governance, waqf land management, financial sustainability, educational programming, community engagement, and security protocols, underpinned by Islamic principles and indigenous cultural norms. Through document analysis of the MAIK guideline, this paper identifies key mechanisms that harmonise religious, educational, and socio-cultural objectives, contributing to the preservation of cultural identity and the strengthening of community resilience. Findings suggest that mosque-based educational institutions in Kelantan act as transformative platforms that foster moral development, social harmony, and collective welfare. This model demonstrates the applicability of Islamic and indigenous psychological frameworks in shaping sustainable, faith-based community development strategies. The Kelantan experience offers valuable insights for Muslim communities seeking to reinforce social infrastructure and holistic empowerment through religiously grounded educational systems. This paper further contributes to discourses on Islamic and Indigenous Psychology by positioning the mosque as a central institution for integrated community empowerment.
Teachers' Efforts in Training Early Childhood Independence at Aisyiyah Kejajar Kindergarten Herma Triningsih; Qonitah Faizatul Fitriyah
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

This study aims to describe teachers' efforts in training early childhood independence in Aisyiyah Kejajar Kindergarten, as well as analyze supporting and inhibiting factors in its implementation. The research uses a qualitative approach with the type of field research. Data collection techniques are carried out through observation, interviews, and documentation. The results of the study showed that teachers applied various strategies such as habituation, example, responsibility, educational games, and motivation. Supporting factors include a conducive school environment, parental support, and the availability of independence-based learning programs. Inhibiting factors include differences in children's character, lack of consistency in parenting at home, and limited infrastructure.
Teachers' Perceptions of Interactive Digital Media in Developing Young Children's Language Skills Ghaisani Thifal Alkatiri; Isnaini Budi Hastuti
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

The use of interactive digital media has become one of the learning methods for children's language skills. This study aims to understand teachers' perceptions of the use of interactive digital media in early childhood language learning in early childhood education. Through a qualitative approach with a phenomenological design, this study explores teachers' views and experiences regarding the effectiveness of digital media and the challenges faced in its application. Data were obtained through interviews and observations of PAUD teachers at TPP Al Firdaus Surakarta, then analyzed using Miles and Huberman's interactive analysis technique. The results showed that teachers had a good understanding and positive attitude toward interactive digital media because it was considered capable of increasing children's participation, focus, and language skills through interesting and enjoyable activities. However, teachers also face obstacles in the form of limited facilities, internet connections, and the need for supervision to ensure that media use is not excessive. Therefore, improving teachers' digital literacy, providing supporting facilities, and cooperation between schools and parents are key to optimizing the use of interactive digital media in early childhood education.
Teachers' Strategies in Using Block Play to Manage Children who Refuse to be Left by Their Parents at Aisyiyah 39 Kratonan Kindergarten Yuli Astutik; Sri Slamet
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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This study aims to explore teachers' strategies in using block play as a means to address young children who experience difficulty separating from their parents at TK Aisyiyah 39 Kratonan, Surakarta. The phenomenon of separation anxiety often becomes an obstacle in the learning process, independence, and socialization of early childhood. To gain a deeper understanding of this phenomenon, the study employed a descriptive qualitative approach with data collected through observation, interviews, and documentation. The study involved 7 children, aged 5-6 years who showed moderate to high separation anxiety, selected through purposive sampling, ensuring that the research subjects matched the focus of the intervention. The findings reveal that the implementation of block play effectively diverts children's attention from emotional dependence on their parents toward enjoyable and meaningful learning activities. Through block play activities, children began to show improvements in independence, courage to be left by their parents, adaptability in the school environment, and social interaction with peers. Supporting factors for the success of this strategy include the availability of adequate block play materials, the warm and communicative role of teachers, and active parental involvement in the child's adaptation process. However, several challenges were identified, such as limited play equipment, short learning time, and uneven teacher skills in managing play-based activities. The implications of this study emphasize that block play functions not only as a play medium but also as an effective psychological, social, and pedagogical intervention tool to support early childhood development.

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