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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 1,013 Documents
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Teachers' Ability to Stimulate Children's Development Reviewed from the Status of Educators in TK Ngemplak District Alamsyah, Evi Nur; Darsinah, D
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study examines how kindergarten teachers’ educational qualifications in Ngemplak District relate to their ability to stimulate children’s developmental progress, aiming to determine whether higher educational status corresponds to more effective early childhood stimulation techniques. Methodology: Employing a quantitative descriptive design, the research collected data via structured questionnaires administered to kindergarten teachers across the Ngemplak area. Questions focused on teachers’ highest educational attainment and the specific methods they use to foster cognitive, social, emotional, and motor development in their students. Statistical analysis then compared stimulation‑method proficiency across differing education levels. Results: Findings reveal a clear, statistically significant association between teachers’ educational backgrounds and their stimulation effectiveness. Educators holding advanced qualifications demonstrated a deeper understanding of developmentally appropriate practices—such as targeted play activities, scaffolding techniques, and differentiated instruction—whereas those with lower formal training exhibited less varied and less responsive approaches. Applications/Originality/Value: By highlighting the pivotal role of teacher education in enhancing early childhood stimulation, this study underscores the need for targeted professional development and credentialing programs within Ngemplak District. Its insights can guide policymakers and school administrators in prioritizing higher-education pathways and in‑service training to ensure all kindergarten teachers are equipped with the pedagogical tools necessary to optimize children’s developmental outcomes.
The Effectiveness of Canva Media on the Learning Outcomes of Class V Students of Madrasah Ibtidaiyah Norm Material in Life Farihah, Fadhilah Fitriawati; Utami, Ratnasari Diah
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study investigates the effectiveness of Canva as a learning medium for teaching the “norms in life” topic within Pancasila Education to fifth‑grade students at Madrasah Ibtidaiyah Sudirman Ceplukan, with the goal of determining whether digital visual tools can enhance comprehension and retention compared to conventional instruction. Methodology: A quasi‑experimental quantitative design was employed, involving two intact classes: Class V A (control) received traditional lecture‑and‑discussion lessons, while Class V B (experimental) engaged with Canva‑based presentations, infographics, and interactive exercises. Researchers validated a multiple‑choice test for reliability and then administered pretests and posttests. Data analysis included checks for normality and homogeneity, descriptive statistics, independent‑samples t‑testing to compare posttest means, and normalized gain (N‑gain) calculations to assess learning gains. Results: The control class achieved an average posttest score of 71.20, whereas the experimental class scored 85.40. The independent‑samples t‑test yielded a significance value of 0.000 (p < 0.05), indicating a statistically significant improvement in the Canva group. Moreover, the experimental class’s N‑gain of 0.604 (60.46%) falls into the “quite effective” category, demonstrating that Canva media substantially boosted student learning outcomes over traditional methods. Applications/Originality/Value: By providing empirical evidence of the impact of visually rich, digitally interactive content on student achievement, this study offers a practical model for Pancasila Education and other social‑studies subjects. Educators can leverage Canva to craft engaging materials that cater to diverse learning styles and foster deeper conceptual understanding. These findings advocate for integrating accessible design tools into elementary curricula to promote higher engagement and learning efficacy.
The Effect of Team Games Tournament (TGT): Devel-opment of Social-Emotional Skills of Elementary School Students Latifa, Fadilla; Wulandari, Murfiah Dewi
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: The purpose of this study is to determine the influence of the Team Games Tournament (TGT) learning model on the SocialEmotional skills of elementary school students. Methodology: This study uses a quantitative descriptive research method with a survey approach. Data collection uses a questionnaire in the form of an assessment using a liktert scale. Results: The test results showed that there was an influence of the team games tournament (TGT) learning model on the socio-emotional skills of elementary school students. Applications/Originality/Value: The social-emotional abilities of primary school pupils are significantly impacted by the use of the team games tournament (TGT) learning paradigm. Students can develop the commu-nication, empathy, and emotional control skills necessary for everyday life with the help of our team games tournament (TGT) learning paradigm.
Analysis of Teachers' Ability to Understand Early Childhood Development Based on Educational Backgrounds Rahmi, Fanisa Aulia; Darsinah, D
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
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Abstract

Purpose: Early childhood education lays the groundwork for children’s lifelong learning, and teachers’ grasp of developmental stages is critical to program quality. This study examines whether teachers’ understanding of early childhood development differs according to their educational backgrounds in Sawit District, Boyolali Regency. Methodology: A quantitative descriptive design was adopted. The population comprised 96 early‑childhood educators affiliated with IGTKI and HIMPAUDI. Participants reported their highest qualification—ranging from D1, D3, non‑PAUD bachelor’s, PAUD bachelor’s, to high‑school equivalent—and completed a standardized assessment measuring knowledge of child‑development theory. Data were analyzed using the Mann–Whitney U test to compare score distributions across educational groups. Results: Statistical analysis revealed significant differences in developmental‑theory comprehension based on educational attainment (p < 0.05). The highest average score (20.54) was achieved by PAUD‑specialized bachelor’s graduates, followed by high‑school/equivalent teachers (18.70), non‑PAUD bachelor’s (18.09), D3 (18.00), and D1 (15.50) holders. These findings indicate that teachers with formal early‑childhood training demonstrate stronger theoretical understanding than those without specialized qualifications. Applications/Originality/Value: By mapping how educational background correlates with theoretical knowledge, this study highlights the need to tailor professional‑development programs to bridge gaps among educators. Its insights can guide district policymakers and training providers in designing targeted workshops and certification pathways, ensuring all early‑childhood teachers—regardless of prior qualification—attain the competencies necessary to support optimal child development.
The Character of Student Learning Discipline at MI Muhammadiyah Karanganyar Putri, Faradila Arfina; Muhroji, M
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study aims to explore how the character of learning discipline is applied among students at MI Muhammadiyah Karanganyar and to identify the internal and external factors influencing its habituation as well as its impacts on student outcomes. Recognizing that disciplined learning habits are foundational for academic success yet often difficult for learners to maintain, the research investigates how discipline character is fostered across school, home, and tutoring environments. Methodology: Employing a descriptive qualitative design, data were collected through in‑depth interviews with students, teachers, and parents, alongside direct observations of classroom and study‑support settings. To ensure validity, the study applied both source triangulation—drawing insights from multiple stakeholder perspectives—and technique triangulation, combining verbal reports with observed behaviors. Data analysis followed an interactive model of coding, categorization, and thematic synthesis before drawing conclusions based on converging evidence. Results: The findings reveal that learning discipline is actively cultivated through structured class routines, consistent parental reinforcement at home, and guidance in tutoring sessions. Internally, students’ self‑motivation and sense of responsibility emerged as critical drivers of disciplined behavior, while externally, parental support and peer influences played reinforcing roles. Habitual discipline led to measurable improvements in students’ time‑management skills, increased accountability for tasks, and the creation of a more positive and focused learning environment. Applications/Originality/Value: By demonstrating that effective character habituation requires coordinated efforts among schools, families, and broader community contexts, this study underscores the importance of a holistic approach to character education. Its insights can inform school policies, parent‑engagement programs, and tutor‑training initiatives aimed at embedding discipline habits in learners, thereby better preparing them to face both academic challenges and life’s broader demands.
The Intensity Tajweed in Muraja’ah of Tahfidz Learning in Elementary Schools Qonita, Farra Risti; Sutama, S; Adnan, Mazlini
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Purpose: This study examines the critical role of tajwīd in elementary‐school tahfīz learning, aiming first to describe how lengthening and shortening (mad) are applied during murājaʿah in accordance with tajwīd rules, and second to outline the instructional process for teaching the phonetic properties of letters (such as tafkhīm and tarqīq) within the same framework. Methodology: Employing a qualitative ethnographic design, the research was conducted at the Integrated Islamic Elementary School Muhammadiyah Al‑Kautsar in Gumpang, Kartasura. Participants included the school principal, the tahfīz coordinator, the tahfīz teacher, and fifth‑grade students. Data were gathered through in‑depth interviews, participatory classroom observations of murājaʿah sessions, and analysis of relevant documents. To ensure rigor, both source triangulation (multiple informants) and method triangulation (interviews, observations, documentation) were applied. Data analysis followed an inductive approach, allowing themes to emerge organically from the field evidence. Results: Findings indicate that precise application of mad significantly enhances the quality of students’ recitation and safeguards the intended meanings of Qur’anic verses by preventing pronunciation errors. Additionally, systematic instruction in letter properties— distinguishing between tafkhīm (heavy articulation) and tarqīq (light articulation)—was shown to improve students’ pronunciation accuracy, reinforcing their mastery of tajwīd principles during both individual and group practice. Applications/Originality/Value: By providing an ethnographically grounded account of tajwīd pedagogy at the elementary level, this study offers practical insights for curriculum developers and tahfīz instructors seeking to strengthen foundational recitation skills. Its detailed description of mad implementation and sifat‐huruf instruction can inform teacher training programs and serve as a model for other primary‐school tahfīz programs aiming to preserve both the linguistic and spiritual integrity of Qur’anic recitation.
Father's Role in Shaping Character of Responsibility in Early Childhood Rustiana, R; Asmawulan, Tri
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study explores how fathers’ involvement in early childhood care influences the development of responsibility character in young children. By focusing not only on the frequency of paternal presence but also on the quality of father–child interactions, it seeks to fill gaps in existing research that often overlooks contextual factors such as work demands and family structure. Methodology: Employing a qualitative design, the research collected data through in‑depth interviews and naturalistic observations of children and their fathers, deliberately sampling families with varying levels of paternal engagement. Thematic analysis was used to identify recurring patterns in fatherly involvement and to trace how these patterns relate to young children’s emerging sense of responsibility. Results: Findings reveal that limited father involvement—often driven by busy work schedules or complex family circumstances— negatively impacts children’s acquisition of responsibility traits. In contrast, fathers who consistently engage in high‑quality interactions—such as shared problem‑solving, age‑appropriate chores, and guided reflection on actions—foster stronger responsibility in their children. Applications/Originality/Value: By highlighting the critical role of consistent, meaningful paternal engagement, this study provides actionable insights for parenting programs, early‑childhood educators, and policymakers aiming to support character development. Its context‑sensitive approach underscores the need for workplace policies and community resources that enable fathers to participate more fully in early childcare, ultimately promoting the growth of independent and responsible individuals.
Analysis of Strengthening Religious and Moral Values in the Habit of Morning Pledges at Aisyiyah Bustanul Atfal Kindergarten Padang Panjang Azzahra, Fatimah; Fauziyah, Nur
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study explores how daily habituation practices—specifically the morning pledge—can strengthen moral and religious values in early childhood. Conducted at Aisyiyah Bustanul Atfal Padang Panjang Kindergarten, it aims to demonstrate the pledge’s role in embedding core virtues such as discipline, gratitude, and belief in Allah, alongside moral qualities like respect and cooperation. Methodology: Employing a descriptive qualitative design, researchers gathered data through direct classroom observations of the morning pledge ritual, semi‑structured interviews with teachers, and review of relevant documentation (attendance records, lesson plans, and behavioral logs). This triangulated approach ensured a rich, multi‑angled understanding of how the practice is implemented and received. Results: Findings reveal that the morning pledge serves as a powerful, ritualized entry point for instilling both religious and moral values. Teachers’ active participation—leading the pledge, modeling respectful posture, and reinforcing its meanings—and their consistency in practice were identified as critical factors. Children who regularly engaged in the pledge displayed heightened awareness of discipline (arriving and standing neatly), expressed verbalized gratitude, and demonstrated cooperative behaviors during subsequent classroom activities. Applications/Originality/Value: By highlighting the pledge’s efficacy as a daily character‑building tool, this study offers a practical model for early‑childhood educators seeking to integrate value education seamlessly into routines. Its insights underscore the importance of teacher commitment and consistency and can inform teacher‑training programs and curriculum guidelines aimed at nurturing both spiritual and moral development in young learners.
Approach Teacher Strategy for Digital Literacy in Pancasila Education Learning at Muhammadiyah 1 Vocational School, Sukoharjo Garnis, Febrian Cantika; Patmisari, P
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
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Purpose: This study investigates the strategies teachers employ, the obstacles they face, and the solutions they devise when integrating Pancasila Education with digital‑literacy objectives at SMK Muhammadiyah 1 Sukoharjo. By examining how educators adapt civic and character education to leverage internet tools, the research aims to reveal effective practices and common challenges in fostering students’ digital competencies alongside their understanding of Pancasila values. Methodology: Adopting a descriptive qualitative approach, the study proceeded in three phases: problem identification, data collection, and analysis. Data were gathered at SMK Muhammadiyah 1 Sukoharjo through classroom observations of Pancasila lessons, semi‑structured interviews with school leaders, Pancasila Education teachers, and students, and document review of lesson plans and digital assignments. Thematic analysis was used to code and interpret patterns in teacher strategies, encountered barriers, and implemented remedies. Results: Findings show that teachers successfully integrate internet resources into Pancasila Education by assigning group projects that require students to research diverse online sources, encouraging collaborative inquiry and critical evaluation. Students generally respond positively to this digital approach. However, a major obstacle is students’ low reading motivation: many prefer instantaneous, entertaining online activities (such as gaming or social media) over more demanding research tasks. To address this, teachers have introduced gamified quizzes, multimedia presentations, and scaffolded reading guides to make digital research more engaging and manageable. Applications/Originality/Value: By documenting concrete strategies—such as collaborative web research and gamification of content— alongside practical solutions to boost reading engagement, this study offers a replicable framework for vocational schools aiming to strengthen both digital literacy and Pancasila values. Educational leaders and policymakers can leverage these insights to design teacher‑training programs and curriculum resources that balance immediate student interests with deeper, values‑based learning objectives in the digital age
Role of Character Education in Improving Self-Confidence of Early Childhood (Case Study at Aisyiyah Kateguhan Kindergarten, Sawit, Boyolali) Faizah, Fera Nur; Zulkarnaen, Z
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
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Purpose: This study explores how character education initiatives at Aisyiyah Kateguhan Sawit Kindergarten contribute to the development of student self‑confidence. By situating character formation within a nurturing early‑childhood environment, the research seeks to demonstrate the role such programs play in preparing young learners for future academic and personal challenges. Methodology: Employing a qualitative design, data were gathered through direct classroom observations of character‑building activities and semi‑structured interviews with both teachers and students. Indicators assessed included the fidelity of character‑education implementation, the specific values emphasized (e.g., honesty, cooperation), and observable shifts in children’s confidence during routine tasks and special projects. Results: Quantitative summaries of the qualitative data show that 75% of students actively engaged in character‑education activities, and 70% could articulate and apply the targeted values in their interactions. Classroom observations revealed that 80% of children displayed noticeable self‑confidence in tasks such as storytelling and group presentations, with 75% showing marked improvement over the course of the program. Interview feedback indicated that 85% of students reacted positively to the character‑education curriculum, although 40% encountered occasional challenges—such as shyness during peer interactions or difficulty internalizing abstract values. In response, 60% of teachers introduced complementary strategies, including project‑based learning and structured group collaborations, to boost participation and reinforce key lessons. Applications/Originality/Value: By illuminating both the successes and obstacles of implementing character education at the kindergarten level, this study offers actionable insights for early‑childhood educators. Its findings underscore the importance of adaptive teaching methods—like collaborative projects and incremental value reinforcement—to foster self‑confidence effectively. These lessons can guide curriculum planners and school administrators in crafting holistic programs that not only advance academic readiness but also support children’s personal growth and community well‑being.

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