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Unang arifin
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bcsecte@unisba.ac.id
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UPT Publikasi Ilmiah, Universitas Islam Bandung. Jl. Tamansari No. 20, Bandung 40116, Indonesia, Tlp +62 22 420 3368, +62 22 426 3895 ext. 6891
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Bandung Conference Series: Early Childhood Teacher Education
Published by Universitas Islam Bandung
ISSN : -     EISSN : 28282507     DOI : https://doi.org/10.29313/bcsecte.v2i2
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
Bandung Conference Series: Early Childhood Teacher Education (BCSECTE) menerbitkan artikel penelitian akademik tentang kajian teoritis dan terapan serta berfokus pada Pendidikan Guru Paud dengan ruang lingkup sebagai berikut: Anak Usia dini (5-6 tahun), Bahasa Ekspresif, Bercerita, Berpikir logis dan strategi, Bola Bowling Rainbow, Cooking class, Diklat mahir, Disiplin, Gambar berseri, Gerak, Kelompok Bermain, Kemandirian, Kepala Sekolah, Kepercayaan Diri Anak, Kompetensi Guru PAUD dan TK, Pedagogik, Konstruksi Origami, Lagu, Loncat Jejak Kaki, makanan sehat, Media Barang Bekas, Motorik Kasar, Otot Kaki Anak, Membaca, menulis, berhitung, Pembelajaran Paud, penanaman adab, Pendidikan Karakter, Pengasuhan orang tua, Pengelolaan Kelas, Pengembangan Kreativitas, pengenalan dan hafalan Al-Quran, Perkembangan anak, Permainan, Senam. Prosiding ini diterbitkan oleh UPT Publikasi Ilmiah Unisba. Artikel yang dikirimkan ke prosiding ini akan diproses secara online dan menggunakan double blind review minimal oleh dua orang mitra bebestari yang ahli dalam bidangnya.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 4 Documents
 1 
Search results for , issue "1-8" : 4 Documents clear
Implementasi Kurikulum Merdeka Belajar dalam Pembelajaran Sains di Taman Kanak-Kanak B Sains Al-Biruni Kota Bandung Amani Mumtaz; Dedih Surana; Nurul Afrianti
Bandung Conference Series: Early Childhood Teacher Education 1-8
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v5i1.18124

Abstract

Abstract. This study aims to examine the implementation of the Merdeka Belajar Curriculum in science learning at Al-Biruni Science Kindergarten B in Bandung City. The Merdeka Curriculum is designed to provide educators with flexibility in creating child-centered learning, supporting independence, and developing children's potential according to their developmental stages. This research focuses on exploring how kindergarten teachers apply the principles of the Merdeka Curriculum in science learning, the challenges they face, and the impact on children's learning processes. A qualitative descriptive research approach was employed, using data collection techniques such as observation, interviews, and documentation. The subjects of the study were teachers and students in Kindergarten B who have implemented the Merdeka Belajar Curriculum. The findings reveal that the implementation of this curriculum promotes project-based learning involving exploration and play activities. Teachers act as facilitators, guiding and directing children in the learning process, with the children themselves as the central focus. Challenges encountered include limited facilities and a lack of teacher understanding regarding the application of the Merdeka Curriculum. Despite these challenges, science learning based on the Merdeka Belajar Curriculum is considered effective in enhancing children's curiosity, critical thinking skills, and social abilities. This study recommends improving teacher training and providing supporting facilities to optimize the implementation of the Merdeka Belajar Curriculum. Abstrak. Penelitian ini bertujuan untuk mengkaji implementasi Kurikulum Merdeka Belajar dalam pembelajaran sains di Taman Kanak-Kanak B Sains Al-Biruni Kota Bandung. Kurikulum Merdeka dirancang untuk memberikan fleksibilitas kepada pendidik dalam menyusun pembelajaran yang berpusat pada anak, mendukung kemandirian, dan mengembangkan potensi anak sesuai tahap perkembangannya. Fokus penelitian ini adalah mengeksplorasi bagaimana guru TK menerapkan prinsip-prinsip Kurikulum Merdeka dalam pembelajaran sains, tantangan yang dihadapi, serta dampak yang dihasilkan terhadap proses belajar anak. Penelitian ini menggunakan pendekatan penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Subjek penelitian adalah guru dan siswa di TK B yang telah menerapkan Kurikulum Merdeka Belajar. Hasil penelitian menunjukkan bahwa penerapan kurikulum ini mendorong pembelajaran berbasis proyek yang melibatkan eksplorasi dan aktivitas bermain. Guru berperan sebagai center yang menjadi anak pusat dalam membimbing serta mengarahkan anak dalam proses pembelajaran. Kendala yang dihadapi meliputi keterbatasan fasilitas dan kurangnya pemahaman guru tentang penerapan kurikulum merdeka. Meskipun demikian, pembelajaran sains berbasis Kurikulum Merdeka Belajar dinilai efektif dalam meningkatkan rasa ingin tahu, keterampilan berpikir kritis, dan kemampuan sosial anak. Penelitian ini merekomendasikan peningkatan pelatihan guru dan pengadaan fasilitas pendukung untuk menunjang implementasi Kurikulum Merdeka Belajar yang optimal.
Analisis Konseptual Stimulasi Wicara Anak Usia Dini melalui Pendekatan Deep Learning Abdul Fattah Al Mubdi; Silmi Kapatan Inda Robby
Bandung Conference Series: Early Childhood Teacher Education 1-8
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i1.23451

Abstract

Abstract. Speech stimulation in early childhood is crucial for optimal language development. However, traditional approaches often face limitations in providing personalized and adaptive interventions. This conceptual analysis explores the potential integration of deep learning approaches in early childhood speech stimulation. The study employs a literature review methodology, analyzing recent publications from 2020-2025 regarding deep learning applications in speech therapy and early childhood education. Key findings indicate that deep learning techniques, particularly Recurrent Neural Networks (RNN) and Convolutional Neural Networks (CNN), demonstrate significant potential in: (1) automatic speech pattern recognition, (2) real-time pronunciation assessment, and (3) personalized intervention recommendations. The conceptual framework developed in this study proposes an integrated model combining speech recognition technology, natural language processing, and adaptive learning systems. This research concludes that deep learning-based approaches offer promising solutions for enhancing speech stimulation effectiveness in early childhood, though careful consideration of ethical implications, data privacy, and age-appropriate implementation strategies remains essential. Future research should focus on empirical validation and practical implementation guidelines. Abstrak. Stimulasi wicara pada anak usia dini merupakan aspek krusial dalam pengembangan kemampuan berbahasa yang optimal. Namun, pendekatan tradisional sering menghadapi keterbatasan dalam menyediakan intervensi yang personal dan adaptif. Analisis konseptual ini mengeksplorasi potensi integrasi pendekatan pembelajaran deep learning dalam stimulasi wicara anak usia dini. Penelitian ini menggunakan metodologi kajian literatur dengan menganalisis publikasi terkini periode 2020-2025 mengenai aplikasi deep learning dalam terapi wicara dan pendidikan anak usia dini. Temuan utama menunjukkan bahwa teknik deep learning, khususnya Recurrent Neural Networks (RNN) dan Convolutional Neural Networks (CNN), menunjukkan potensi signifikan dalam: (1) pengenalan pola bicara otomatis, (2) penilaian pelafalan secara real-time, dan (3) rekomendasi intervensi yang dipersonalisasi. Kerangka konseptual yang dikembangkan dalam penelitian ini mengusulkan model terintegrasi yang menggabungkan teknologi pengenalan suara, pemrosesan bahasa alami, dan sistem pembelajaran adaptif. Penelitian ini menyimpulkan bahwa pendekatan berbasis deep learning menawarkan solusi menjanjikan untuk meningkatkan efektivitas stimulasi wicara pada anak usia dini, meskipun pertimbangan cermat terhadap implikasi etis, privasi data, dan strategi implementasi yang sesuai usia tetap esensial. Penelitian mendatang perlu fokus pada validasi empiris dan pedoman implementasi praktis.
Pembentukan Karakter Religius melalui Kegiatan Pembiasaan di PAUD Bina Mandiri Virna Aulia; Erhamwilda; Eko Surbiantoro
Bandung Conference Series: Early Childhood Teacher Education 71-80
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.24086

Abstract

Abstract.  The formation of religious character from an early age is important because it is the golden period of child development. This study aims to describe the implementation of habituation activities, identify the values ​​formed, and analyze the supporting and inhibiting factors. The study used a descriptive qualitative approach with observation, interview, and documentation techniques at Bina Mandiri Early Childhood Education (PAUD Bina Mandiri). The results show that religious character formation is carried out through habituation activities integrated into daily activities. The values ​​formed are faith and piety, steadfastness, self-confidence, compassion, sincerity, and clean and healthy living. Its success is supported by teacher consistency, school-parent cooperation, and enjoyable learning methods. Inhibiting factors include children's unstable emotional state and a lack of continuity in habituation between school and home. Abstrak. Pembentukan karakter religius sejak usia dini penting karena merupakan masa emas perkembangan anak. Penelitian ini bertujuan mendeskripsikan pelaksanaan kegiatan pembiasaan, mengidentifikasi nilai-nilai yang terbentuk, serta menganalisis faktor pendukung dan penghambatnya. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik observasi, wawancara, dan dokumentasi di PAUD Bina Mandiri. Hasil penelitian menunjukkan bahwa pembentukan karakter religius dilaksanakan melalui kegiatan pembiasaan yang terintegrasi dalam aktivitas sehari-hari. Nilai-nilai yang terbentuk yaitu beriman dan bertakwa, teguh pendirian, percaya diri, kasih sayang, tulus, serta hidup bersih dan sehat. Keberhasilannya didukung oleh konsistensi guru, kerja sama sekolah dan orang tua, serta metode pembelajaran yang menyenangkan. Adapun faktor penghambatnya meliputi kondisi emosional anak yang belum stabil dan kurangnya kesinambungan pembiasaan antara sekolah dan rumah.
Penerapan Pembelajaran Berbasis Proyek di TPQ Ar-Rahman Arlin Nurpani; Masnipal; Arif Hakim
Bandung Conference Series: Early Childhood Teacher Education 81-88
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.24103

Abstract

Abstract. Project-Based Learning (PjBL) is a learning strategy that requires students to play an active role in completing projects, thereby providing a meaningful learning experience. Although it is widely implemented in formal educational institutions, research on its application in non-formal Islamic educational institutions, particularly Al-Qur’an Education Centers (TPQs), remains limited. This study aims to describe the implementation of project-based learning at the Ar-Rahman TPQ, covering planning, implementation, evaluation, as well as supporting and inhibiting factors. This study employs a qualitative approach using a descriptive method. The research subjects consisted of three teachers at TPQ Ar-Rahman. Data were collected through observation, interviews, and documentation, then analyzed through the stages of data reduction, data presentation, and drawing conclusions. The research findings indicate that instructional planning was carried out through the development of lesson plans, the setting of learning objectives, the selection of project themes, and the preparation of learning media and materials. The implementation of instruction followed the stages of Project-Based Learning, actively involving students in project activities. Evaluation was conducted through observation, documentation, and assessment of student progress, which showed that the majority fell into the “Beginning to Develop” (MB) category, while some reached the “Developing as Expected” (BSH) category. Supporting factors included student enthusiasm and the readiness of learning media and tools, while obstacles included time constraints and differences in student characteristics. The implementation of project-based learning at TPQ Ar-Rahman has succeeded in creating a participatory and meaningful learning experience. Abstrak. Project-Based Learning (PjBL) merupakan strategi pembelajaran yang menuntut peserta didik berperan aktif dalam penyelesaian proyek sehingga menghadirkan pengalaman belajar yang bermakna. Meskipun banyak diterapkan pada lembaga pendidikan formal, kajian mengenai penerapannya di lembaga pendidikan Islam nonformal, khususnya Taman Pendidikan Al-Qur’an (TPQ), masih terbatas. Penelitian ini bertujuan untuk mendeskripsikan penerapan pembelajaran berbasis proyek di TPQ Ar-Rahman yang meliputi perencanaan, pelaksanaan, evaluasi, serta faktor pendukung dan penghambat. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Subjek penelitian terdiri atas tiga orang guru TPQ Ar-Rahman. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui tahap reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perencanaan pembelajaran dilakukan melalui penyusunan RPPH, penetapan tujuan pembelajaran, pemilihan tema proyek, serta persiapan media dan alat pembelajaran. Pelaksanaan pembelajaran berlangsung sesuai tahapan Project-Based Learning dengan melibatkan peserta didik secara aktif dalam kegiatan proyek. Evaluasi dilakukan melalui observasi, dokumentasi, dan penilaian perkembangan peserta didik yang menunjukkan sebagian besar berada pada kategori Mulai Berkembang (MB) dan beberapa mencapai kategori Berkembang Sesuai Harapan (BSH). Faktor pendukung meliputi antusiasme peserta didik serta kesiapan media dan alat pembelajaran, sedangkan hambatan meliputi keterbatasan waktu dan perbedaan karakteristik peserta didik. Penerapan pembelajaran berbasis proyek di TPQ Ar-Rahman mampu menciptakan pembelajaran yang partisipatif dan bermakna.

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