cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Unang arifin
Contact Email
bcsecte@unisba.ac.id
Phone
+6285861147523
Journal Mail Official
bcsecte@unisba.ac.id
Editorial Address
UPT Publikasi Ilmiah, Universitas Islam Bandung. Jl. Tamansari No. 20, Bandung 40116, Indonesia, Tlp +62 22 420 3368, +62 22 426 3895 ext. 6891
Location
Kota bandung,
Jawa barat
INDONESIA
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 141 Documents
 11   12   13   14   15 
Implementasi Kegiatan Senam Irama dalam Peningkatan Motorik Kasar Anak Usia 5-6 Tahun di TK Cendekia II Rita Nurdianti; Masnipal; Arif Hakim
Bandung Conference Series: Early Childhood Teacher Education 201-208
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.25423

Abstract

Abstract. Gross motor development is an important aspect that must be stimulated in early childhood because it affects body-movement coordination, balance, agility, and children's self-confidence. Rhythmic gymnastics is one activity that can be used to stimulate children's gross motor skills. This study aims to describe the planning, implementation, assessment, and supporting and inhibiting factors of rhythmic gymnastics activities in improving the gross motor skills of children aged 5-6 years at TK Cendekia II, Bandung Regency. A qualitative approach with a descriptive method was used. Data were collected through interviews with the principal and teacher and direct observation of the rhythmic gymnastics activities from April to June 2025. The results show that planning was carried out collaboratively by the principal and teacher, covering learning objectives, the type of gymnastics, accompanying music, and a safe and comfortable learning environment. Implementation was carried out routinely every Wednesday through three stages: warm-up, core movement, and cool-down. The assessment results indicate improvements in movement coordination, balance, agility, and children's confidence in physical activities. Supporting factors include teacher competence, children's enthusiasm, and full support from the school, while inhibiting factors include differences in children's motor abilities and weather conditions. Rhythmic gymnastics activities proved effective in improving the gross motor skills of children aged 5-6 years at TK Cendekia II. Abstrak. Perkembangan motorik kasar merupakan salah satu aspek penting yang perlu distimulasi pada anak usia dini karena berpengaruh terhadap koordinasi gerak tubuh, keseimbangan, kelincahan, serta kepercayaan diri anak. Salah satu kegiatan yang dapat digunakan untuk menstimulasi motorik kasar anak adalah senam irama. Penelitian ini bertujuan untuk mengetahui perencanaan, pelaksanaan, hasil penilaian, serta faktor pendukung dan penghambat kegiatan senam irama dalam meningkatkan motorik kasar anak usia 5-6 tahun di TK Cendekia II, Kabupaten Bandung. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Data diperoleh melalui wawancara dengan kepala sekolah dan guru, serta observasi langsung terhadap pelaksanaan kegiatan senam irama pada bulan April sampai Juni 2025. Hasil penelitian menunjukkan bahwa perencanaan kegiatan disusun secara kolaboratif oleh kepala sekolah dan guru, meliputi penetapan tujuan pembelajaran, pemilihan jenis senam, musik pengiring, serta penyiapan lingkungan belajar yang aman dan nyaman. Pelaksanaan dilakukan secara rutin setiap hari Rabu melalui tiga tahapan, yaitu pemanasan, gerakan inti, dan pendinginan. Hasil penilaian menunjukkan adanya peningkatan koordinasi gerak, keseimbangan, kelincahan, serta kepercayaan diri anak dalam beraktivitas fisik. Faktor pendukung meliputi kompetensi guru, antusiasme anak, dan dukungan penuh dari sekolah, sedangkan faktor penghambat meliputi perbedaan kemampuan motorik antaranak dan kondisi cuaca. Dengan demikian, kegiatan senam irama terbukti efektif dalam meningkatkan motorik kasar anak usia 5-6 tahun di TK Cendekia II.
Peran Orang Tua dalam Pengembangan Literasi Awal Al-Quran pada Anak Usia Dini Nadya Fatimah Azzahra
Bandung Conference Series: Early Childhood Teacher Education 209-216
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.25523

Abstract

Abstract. This research is motivated by the importance of parents' role in providing religious values, especially introducing the Quran to children from an early age amidst the strong challenges of digital technology. The purpose of this study is to analyze parental involvement, learning methods, media utilization, and the dynamics of supporting and inhibiting factors in the development of early Quranic literacy in early childhood. The approach used in this study is qualitative with descriptive methods. Data collection was conducted through in-depth interviews, observation, and documentation of three parents in Margahayu District, Bandung Regency. Research findings show that parental involvement is adaptive, depending on the family’s professional background and available time capital, manifesting in their roles as guides, facilitators, and educators. Furthermore, an absolute functional link was found between the selection of teaching methods and the provision of tactile-visual Educational Play Tools and digital media to overcome the cognitive limitations of early childhood. The dynamics of this process are supported by the parents' internal spiritual motivation and religious traditions in the surrounding environment, but are hampered by the child's fluctuating psychological condition and the interference of non-educational digital technology. These digital barriers were successfully overcome through the implementation of roles or involvement in the form of screen time and the transfer of technology functions into an interactive means of learning the Quran at home. Abstrak. Penelitian ini dilatarbelakangi oleh pentingnya peran orang tua dalam membekali nilai-nilai keagamaan khususnya pengenalan Al-Quran pada anak sejak usia dini di tengah kuatnya tantangan teknologi digital. Tujuan dari penelitian ini adalah untuk menganalisis keterlibatan orang tua, metode pembelajaran, pemanfaatan media yang digunakan, serta dinamika faktor pendukung dan penghambat dalam pengembangan literasi awal Al-Quran pada anak usia dini. Pendekatan yang digunakan dalam penelitian ini adalah kualitatif dengan metode deskriptif. Pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan dokumentasi terhadap tiga orang tua di Kecamatan Margahayu, Kabupaten Bandung. Hasil penelitian menunjukkan bahwa bentuk keterlibatan orang tua bersifat adaptif sesuai dengan latar belakang profesi dan modal waktu keluarga, yang termanifestasi ke dalam peran sebagai pembimbing, fasilitator, dan pendidik. Selanjutnya, ditemukan adanya keterikatan fungsional yang mutlak antara pemilihan metode mengajar dengan penyediaan media Alat Permainan Edukatif (APE) taktil-visual dan media digital guna mengatasi keterbatasan kognitif anak usia dini. Adapun dinamika proses ini didukung oleh motivasi spiritual internal orang tua dan tradisi keagamaan di lingkungan sekitar, namun dihambat oleh kondisi psikologis anak yang cenderung berubah-rubah serta gangguan teknologi digital non-edukasi. Hambatan digital tersebut berhasil diatasi melalui penerapan peran atau keterlibatan berupa waktu layar (screen time) dan pengalihan fungsi teknologi menjadi sarana belajar Al-Quran yang interaktif di rumah.
Analisis Nilai-Nilai Moral Kartun Malaysia Boboiboy Raisha Netamarsa; Erhamwilda; Eko Surbiantoro
Bandung Conference Series: Early Childhood Teacher Education 217-224
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.25614

Abstract

Abstract. This study aims to analyze the moral values portrayed in the Malaysian animated series BoBoiBoy and examine its potential as a learning medium for early childhood moral education. The study employed a qualitative descriptive approach using content analysis within an interpretive paradigm. Data were collected through observations of five selected episodes, namely Season 1 Episode 7, Season 2 Episode 4, and Season 3 Episodes 4, 5, and 12. The analysis focused on dialogues, characters' actions, and interactions that reflected moral values. The findings revealed that BoBoiBoy contains various positive moral values, including responsibility, cooperation, helpfulness, honesty, courage, discipline, politeness, tolerance, fairness, and empathy. Although several scenes contained conflict and aggressive behavior, these were generally presented as part of the storyline and concluded with positive moral resolutions. The findings support Albert Bandura's Social Learning Theory, which emphasizes that children learn through observation and imitation of role models. Therefore, BoBoiBoy has the potential to serve as an educational medium for fostering moral development in early childhood, provided that viewing is accompanied by appropriate guidance from parents or teachers and that age-appropriate episodes are carefully selected. Abstrak. Perkembangan teknologi digital telah meningkatkan intensitas anak usia dini dalam mengakses media audiovisual, termasuk tayangan animasi. Selain sebagai media hiburan, animasi juga berpotensi menjadi media pendukung pembelajaran moral melalui penyajian perilaku positif yang dapat diamati dan diteladani oleh anak. Penelitian ini bertujuan untuk menganalisis nilai-nilai moral yang terkandung dalam serial animasi BoBoiBoy serta mengkaji potensinya sebagai media pendukung pembelajaran moral bagi anak usia dini. Penelitian ini menggunakan pendekatan kualitatif dengan metode analisis isi (content analysis). Sumber data berupa lima episode serial animasi BoBoiBoy, yaitu Episode 7 Musim 1, Episode 4 Musim 2, serta Episode 4, 5, dan 12 Musim 3. Data dikumpulkan melalui observasi terhadap dialog, tindakan, dan interaksi antartokoh, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa serial animasi BoBoiBoy merepresentasikan sembilan nilai moral, yaitu tanggung jawab, kerja sama, kepedulian, sopan santun, keberanian, kejujuran, disiplin, toleransi, dan keadilan. Nilai tanggung jawab, kerja sama, dan kepedulian merupakan nilai yang paling dominan. Temuan penelitian menunjukkan bahwa serial animasi BoBoiBoy berpotensi dimanfaatkan sebagai media pendukung pembelajaran moral bagi anak usia 5–6 tahun dengan pemilihan adegan yang sesuai serta pendampingan guru dan orang tua agar nilai-nilai moral dapat dipahami dan diterapkan dalam kehidupan sehari-hari.
Peran Guru dalam Menanamkan Rasa Kepercayaan Diri pada Anak Usia Dini Pratidita Rahmawati
Bandung Conference Series: Early Childhood Teacher Education 225-232
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.25645

Abstract

Abstract. This study aims to describe the role of teachers in fostering self-confidence in early childhood students. Self-confidence is a crucial aspect of children's social-emotional development that significantly influences their future success. As educators, teachers play a strategic role in shaping children's character and self-confidence through appropriate pedagogical approaches. This qualitative research was conducted at RA Darul Amira, located in Bandung City. Data were collected through observation, interviews, and documentation involving three teachers as research subjects. The results indicate that the characteristics of self-confidence among students at RA Darul Amira include the courage to express opinions, the ability to interact socially, independence, resilience, and positive emotional expression. Teachers actively contribute to building students' self-confidence by providing motivation, appreciation, specific responsibilities, appropriate challenges, as well as through the use of cooperative learning methods and role modeling. Teachers also create a positive and communicative learning environment and engage with school principals and fellow teachers to support the development of students' self-confidence. However, teachers face several challenges, including limited teaching aids, students who are shy or have difficulty focusing, and internal factors such as fatigue, impatience, and communication difficulties. This study concludes that the success of teachers in fostering self-confidence is highly influenced by the strategies implemented, the supportiveness of the environment, and the teachers' own readiness to address the dynamic nature of young learners. Abstrak. Penelitian ini bertujuan untuk mendeskripsikan peran guru dalam menanamkan rasa percaya diri pada anak usia dini. Kepercayaan diri merupakan salah satu aspek penting dalam perkembangan sosial-emosional anak yang akan memengaruhi keberhasilan mereka di masa depan. Guru sebagai pendidik memiliki peran strategis dalam membentuk karakter dan kepercayaan diri anak melalui pendekatan pedagogis yang tepat. Penelitian ini menggunakan pendekatan kualitatif yang dilakukan di RA Darul Amira, Kota Bandung. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi terhadap tiga guru sebagai subjek penelitian. Hasil penelitian menunjukkan bahwa karakteristik kepercayaan diri siswa di RA Darul Amira meliputi keberanian dalam berpendapat, kemampuan berinteraksi sosial, kemandirian, ketangguhan, dan ekspresi emosional yang positif. Guru berperan aktif dalam menumbuhkan rasa percaya diri siswa melalui pemberian motivasi, apresiasi, tanggung jawab khusus, tantangan yang sesuai, serta penggunaan metode kooperatif dan keteladanan. Guru juga menciptakan lingkungan belajar yang positif dan komunikatif, serta melibatkan kepala sekolah dan rekan sesama guru dalam upaya peningkatan kepercayaan diri siswa. Akan tetapi, guru juga menghadapi berbagai kendala seperti keterbatasan alat peraga, siswa yang sulit fokus dan pendiam, serta faktor internal seperti kelelahan, kurang sabar, dan tantangan komunikasi. Penelitian ini menyimpulkan bahwa keberhasilan guru dalam menanamkan kepercayaan diri sangat dipengaruhi oleh strategi yang digunakan, dukungan lingkungan, dan kesiapan pribadi guru dalam menghadapi dinamika peserta didik.
Konseptualisasi Media Storytelling Interaktif Generative AI untuk Pengembangan Bahasa Reseptif AUD Aliva Nazella Harda Hermawan; Silmi Kapatan Inda Robby
Bandung Conference Series: Early Childhood Teacher Education 233-240
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.25806

Abstract

Abstract. Receptive language competence, encompassing listening comprehension and the ability to follow verbal instruction, constitutes a foundational milestone in early childhood education that is increasingly challenged by passive digital exposure. This conceptual qualitative study addresses the urgency of transforming children's screen interaction from passive consumption into pedagogically meaningful engagement through Generative AI-based interactive storytelling media. Employing a systematic literature review, content analysis, and theoretical synthesis, this research constructs a conceptual model integrating three Generative AI components: large language models for adaptive narrative generation, diffusion-based visual models for dynamic storyboard illustration, and voice synthesis technology for expressive auditory narration. The synthesis reveals that multisensory, responsive storytelling activates a feedback cycle grounded in Vygotskian scaffolding and the zone of proximal development, strengthening vocabulary acquisition, auditory attention, and verbal instruction comprehension among early childhood learners. The study further identifies pedagogical and ethical boundaries, including screen-time regulation, prevention of overstimulation, and the indispensable mediating role of teachers and parents. This research concludes that Generative AI-based interactive storytelling offers a promising, ethically bounded pathway for strengthening receptive language development, directly supporting Sustainable Development Goal 4 on inclusive and quality education, and recommends subsequent empirical validation through classroom action research or experimental designs. Abstrak. Kemampuan bahasa reseptif, yang mencakup keterampilan menyimak dan memahami instruksi verbal, merupakan fondasi krusial dalam perkembangan anak usia dini yang kian mendapat tantangan akibat paparan digital yang bersifat pasif. Penelitian kualitatif konseptual ini mengkaji urgensi transformasi interaksi anak dengan layar digital dari pola konsumsi pasif menuju keterlibatan pedagogis yang bermakna melalui media storytelling interaktif berbasis Generative AI. Dengan menggunakan pendekatan studi pustaka sistematis, analisis isi, dan sintesis kerangka teoritis, penelitian ini menyusun model konseptual yang mengintegrasikan tiga komponen Generative AI, yaitu large language model untuk pembangkitan narasi adaptif, model visual berbasis diffusion untuk ilustrasi papan cerita dinamis, dan teknologi sintesis suara untuk narasi auditori yang ekspresif. Hasil sintesis menunjukkan bahwa storytelling multisensori yang responsif mengaktifkan siklus umpan balik yang berlandaskan konsep scaffolding dan zone of proximal development dari Vygotsky, sehingga memperkuat penguasaan kosakata, daya simak, dan pemahaman instruksi verbal anak usia dini. Penelitian ini juga mengidentifikasi batas pedagogis dan etis penggunaan teknologi, mencakup regulasi durasi layar, pencegahan overstimulation, serta peran pendampingan guru dan orang tua yang tidak tergantikan. Penelitian ini menyimpulkan bahwa storytelling interaktif berbasis Generative AI menawarkan jalur yang menjanjikan dan beretika bagi penguatan bahasa reseptif, sejalan dengan pencapaian Sustainable Development Goals (SDGs) tujuan keempat, serta merekomendasikan validasi empiris lanjutan melalui penelitian tindakan kelas atau desain eksperimental
Meningkatkan Kemampuan Mengenal Konsep Bilangan melalui Permainan Bowling Berbahan Alam Lana Shabirah; Masnipal; Nan Rahminawati
Bandung Conference Series: Early Childhood Teacher Education 241-248
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.25891

Abstract

Abstract. This study was motivated by the low ability of children aged 4–5 years to recognize number concepts at Pos PAUD Mutiara Insan. A preliminary observation of 14 children in Group A showed that most children had not been able to name the number sequence 1–10, recognize number symbols, use number symbols to count, or match number symbols with the corresponding quantity of objects, so the children's average ability reached only 32.1%. This study aimed to improve children's ability to recognize number concepts through a nature-material bowling game. The method used was Classroom Action Research (CAR) following the Kemmis and McTaggart model, carried out in three cycles, each consisting of planning, action, observation, and reflection. Data were collected through observation, documentation, and performance assessment of 14 children of Group A, and were analyzed descriptively and qualitatively. The results showed that the nature-material bowling game improved children's number concept recognition in every cycle: the average ability increased from 32.1% in the pre-cycle to 44.7% in Cycle I, 72.8% in Cycle II, and 89.3% in Cycle III. This improvement indicates that children became increasingly able to recognize number symbols, use them for counting, and match them with the appropriate quantity of objects through concrete and enjoyable play activities. It can be concluded that the nature-material bowling game is effective in improving number concept recognition among children aged 4–5 years and can serve as an alternative learning media that suits the characteristics of early childhood. Abstrak. Penelitian ini dilatarbelakangi oleh rendahnya kemampuan mengenal konsep bilangan pada anak usia 4–5 tahun di Pos PAUD Mutiara Insan. Hasil observasi pra siklus terhadap 14 anak Kelompok A menunjukkan bahwa sebagian besar anak belum mampu menyebutkan urutan bilangan 1–10, mengenal lambang bilangan, menggunakan lambang bilangan untuk berhitung, dan mencocokkan lambang bilangan dengan jumlah benda, sehingga rata-rata kemampuan anak hanya mencapai 32,1%. Penelitian ini bertujuan untuk meningkatkan kemampuan mengenal konsep bilangan melalui permainan bowling berbahan alam. Metode yang digunakan adalah Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang dilaksanakan dalam tiga siklus, dengan tahapan perencanaan, pelaksanaan tindakan, pengamatan, dan refleksi pada setiap siklusnya. Data dikumpulkan melalui observasi, dokumentasi, dan unjuk kerja terhadap 14 anak Kelompok A, kemudian dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa permainan bowling berbahan alam mampu meningkatkan kemampuan mengenal konsep bilangan pada setiap siklus. Rata-rata kemampuan anak meningkat dari 32,1% pada pra siklus menjadi 44,7% pada Siklus I, 72,8% pada Siklus II, dan 89,3% pada Siklus III. Peningkatan tersebut menunjukkan bahwa anak semakin mampu mengenal lambang bilangan, menggunakan lambang bilangan untuk berhitung, dan mencocokkan lambang bilangan dengan jumlah benda melalui kegiatan bermain yang konkret dan menyenangkan. Berdasarkan hasil penelitian dapat disimpulkan bahwa permainan bowling berbahan alam efektif meningkatkan kemampuan mengenal konsep bilangan anak usia 4–5 tahun di Pos PAUD Mutiara Insan serta dapat menjadi alternatif media pembelajaran yang menarik dan sesuai dengan karakteristik anak usia dini.
Implementasi Pembelajaran Tahfidz Al-Qur'an melalui Metode Talaqqi di TAUD Baitul Muttaqin Kamila Salsabila; Ayi Sobarna; Arif Hakim
Bandung Conference Series: Early Childhood Teacher Education 249-256
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.25954

Abstract

Abstract. This study aims to analyze the planning, implementation, outcomes, and supporting and inhibiting factors of Qur'anic tahfidz learning through the talaqqi method at KOBER TAUD Baitul Muttaqin, Antapani District, Bandung City. This research employed a qualitative approach with a descriptive method. Data were collected through interviews, observations, and documentation involving the principal, tahfidz teachers, and parents. The findings indicate that the tahfidz program was planned according to early childhood characteristics by applying the talaqqi method as the primary learning approach. Learning was conducted every morning through direct teacher modeling followed by repeated imitation by the children in a supportive and enjoyable atmosphere. The program contributed to improvements in Qur'anic memorization, pronunciation, and the development of religious habits. Supporting factors included teacher commitment, appropriate learning facilities, parental involvement, and the suitability of the talaqqi method, while challenges involved unequal teacher tahsin competence, limited instructional time, and differences in children's memorization abilities. Overall, the implementation of the talaqqi method proved effective in supporting Qur'anic tahfidz learning for early childhood through a gradual, enjoyable, and child-centered approach. Abstrak. Penelitian ini bertujuan menganalisis perencanaan, pelaksanaan, hasil, serta faktor pendukung dan penghambat implementasi pembelajaran tahfidz Al-Qur'an melalui metode talaqqi di KOBER TAUD Baitul Muttaqin Kecamatan Antapani Kota Bandung. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Data diperoleh melalui wawancara, observasi, dan dokumentasi terhadap kepala sekolah, guru tahfidz, dan orang tua peserta didik. Hasil penelitian menunjukkan bahwa program tahfidz dirancang sesuai karakteristik anak usia dini dengan menjadikan metode talaqqi sebagai metode utama pembelajaran. Pelaksanaan dilakukan setiap pagi melalui proses guru membacakan ayat, kemudian anak menirukan secara berulang dalam suasana belajar yang menyenangkan. Program ini memberikan dampak positif terhadap peningkatan hafalan, kualitas pelafalan Al-Qur'an, serta pembentukan pembiasaan religius. Faktor pendukung meliputi komitmen guru, metode talaqqi, sarana pembelajaran, dan dukungan orang tua, sedangkan faktor penghambat meliputi kemampuan tahsin guru yang belum seragam, keterbatasan waktu pembelajaran, dan perbedaan kemampuan hafalan anak. Dengan demikian, metode talaqqi efektif diterapkan dalam pembelajaran tahfidz Al-Qur'an bagi anak usia dini karena dilaksanakan secara bertahap, menyenangkan, dan berorientasi pada kualitas bacaan.
Implementasi Program Penguatan Profil Pelajar Pancasila untuk Karakter Disiplin Anak Usia 5-6 Tahun di RA Miftahul Khoir Fadila Kharisma; Masnipal; Arif Hakim
Bandung Conference Series: Early Childhood Teacher Education 257-264
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.26018

Abstract

Abstract. Early childhood education plays an important role in shaping character as a foundation for facing technological development and the challenges of globalization. One effort undertaken is the implementation of the Pancasila Student Profile Strengthening Program (P5) to instill disciplinary character from an early age. This study aims to describe the planning, implementation, and evaluation of the program in shaping disciplinary character of early childhood at RA Miftahul Khoir. This study used a descriptive qualitative method with a habituation approach. Data were collected through interviews, observation, and documentation with the principal and a classroom teacher. The results show that the implementation of the P5 program for disciplinary character was carried out systematically through three stages, namely program planning, activity implementation, and outcome evaluation. Discipline was formed through consistent positive habituation both at school and at home, supported by teacher role modeling in time discipline, responsibility, physical hygiene, and social-emotional behavior. The findings show that most children have demonstrated the development of disciplinary character in accordance with the program objectives. The success of the P5 program was also supported by good cooperation between teachers and parents in habituating disciplinary behavior on an ongoing basis. Accordingly, the implementation of the Pancasila Student Profile Strengthening Program at RA Miftahul Khoir has been carried out systematically and effectively in supporting the formation of disciplinary character in early childhood. Abstrak. Pendidikan anak usia dini memiliki peran penting dalam membentuk karakter sebagai bekal menghadapi perkembangan teknologi dan tantangan era globalisasi. Salah satu upaya yang dilakukan adalah melalui implementasi Program Penguatan Profil Pelajar Pancasila (P5) untuk menanamkan karakter disiplin sejak dini. Penelitian ini bertujuan untuk mendeskripsikan perencanaan, pelaksanaan, dan evaluasi implementasi Program Penguatan Profil Pelajar Pancasila dalam membentuk karakter disiplin anak usia dini di RA Miftahul Khoir. Penelitian ini menggunakan metode deskriptif kualitatif dengan pendekatan pembiasaan. Data dikumpulkan melalui wawancara, observasi, dan dokumentasi terhadap kepala sekolah dan guru kelompok B. Hasil penelitian menunjukkan bahwa implementasi Program Penguatan Profil Pelajar Pancasila untuk karakter disiplin anak dilaksanakan secara sistematis melalui tiga tahapan, yaitu perencanaan program, pelaksanaan kegiatan, dan evaluasi hasil. Pembentukan karakter disiplin dilakukan melalui pembiasaan positif secara konsisten di sekolah maupun di rumah dengan keteladanan guru dalam disiplin waktu, tanggung jawab, kebersihan fisik, serta perilaku sosial dan emosional. Hasil penelitian menunjukkan bahwa sebagian besar anak telah menunjukkan perkembangan karakter disiplin sesuai tujuan program. Keberhasilan implementasi program ini juga didukung oleh kerja sama yang baik antara guru dan orang tua dalam membiasakan perilaku disiplin secara berkelanjutan. Dengan demikian, implementasi Program Penguatan Profil Pelajar Pancasila di RA Miftahul Khoir telah terlaksana secara sistematis dan efektif dalam mendukung pembentukan karakter disiplin anak usia dini.
Efektivitas Gerakan Tujuh Kebiasaan Anak Indonesia Hebat dalam Meningkatkan Perilaku Hidup Sehat Anak Usia Dini Meli Mulyati; Masnipal; Enoh
Bandung Conference Series: Early Childhood Teacher Education 265-272
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.26039

Abstract

Abstract. This study aims to examine the effectiveness of the Seven Habits of Great Indonesian Children (G7 KAIH) program in improving healthy living behavior among young children and to describe its implementation in kindergarten settings. The study focuses on four habits directly related to healthy living behavior: waking up early, exercising, eating healthy and nutritious food, and going to bed early. A mixed-methods approach with a sequential explanatory design was employed. Quantitative data were collected through questionnaires completed by parents, while qualitative data were obtained through interviews with school principals and observations to explain the quantitative findings. The quantitative data involved 39 parents, while the qualitative data were obtained from three school principals. The research instrument consisted of 20 yes/no items. The findings indicate that the program was effective in improving children’s healthy living behavior and that the statistical test produced a significant result. Qualitative findings indicate that consistency, repetition, adult modeling, and continuity between school and home are important factors in successful habit formation. These findings suggest that G7 KAIH can serve as a relevant habituation approach for supporting healthy lifestyle formation in early childhood. Abstrak. Penelitian ini bertujuan untuk mengetahui efektivitas Program Tujuh Kebiasaan Anak Indonesia Hebat (G7 KAIH) dalam meningkatkan perilaku hidup sehat anak usia dini serta mendeskripsikan pelaksanaan program di satuan Taman Kanak-kanak. Penelitian difokuskan pada empat kebiasaan yang secara langsung berkaitan dengan perilaku hidup sehat, yaitu bangun pagi, berolahraga, makan sehat dan bergizi, serta tidur cepat. Penelitian menggunakan pendekatan mixed methods dengan desain sequential explanatory. Tahap kuantitatif dilakukan melalui kuesioner kepada orang tua, sedangkan tahap kualitatif dilakukan melalui wawancara dengan kepala sekolah dan observasi untuk memperjelas hasil kuantitatif. Data kuantitatif berasal dari 39 orang tua, sedangkan data kualitatif diperoleh dari tiga kepala sekolah. Instrumen penelitian terdiri atas 20 butir pernyataan dengan bentuk jawaban ya/tidak. Hasil penelitian menunjukkan bahwa program efektif dalam meningkatkan perilaku hidup sehat anak usia dini dan hasil pengujian menunjukkan signifikansi. Temuan kualitatif menunjukkan bahwa keberhasilan pembiasaan dipengaruhi oleh konsistensi, pengulangan, keteladanan guru dan orang tua, serta kesinambungan pembiasaan antara sekolah dan rumah. Hasil tersebut memperlihatkan bahwa G7 KAIH dapat menjadi pendekatan pembiasaan yang relevan untuk membantu anak membangun pola hidup sehat sejak dini.
Implementasi Program Parent–Teacher untuk Meningkatkan Kapasitas Orang Tua dalam Pengasuhan Anak Widi Fachrunnisa; Asep Dudi Suhardini; Dedih Surana
Bandung Conference Series: Early Childhood Teacher Education 273-280
Publisher : UNISBA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29313/bcsecte.v6i2.26048

Abstract

Abstract. This study aims to examine how the Parent–Teacher Program is implemented to help parents improve their abilities in caring for and educating their children at Khodimul Ummat Kindergarten in Bandung. This study employs a qualitative approach and uses the case study method. Data were collected through observation, in-depth interviews with the principal, teachers, and parents, and the collection of relevant documents. Data analysis was conducted in several stages: data reduction, data presentation, and drawing conclusions, with validity tested using triangulation of sources, techniques, and time. The results indicate that the Parent–Teacher Program is implemented through structured planning and involves the principal, teachers, and the curriculum department. The program is implemented through various activities, such as parent training sessions, teachers serving as instructors, consultations on child development, and regular communication between the school and parents. Evaluation is conducted continuously through teachers’ self-reflection on their performance, feedback from parents, and observations during the activities. Supporting factors include commitment from the school, good communication, and active parental participation, while hindering factors are time constraints and insufficient parental attendance. This program helps improve parents’ knowledge, understanding, and ability to implement better parenting practices. In addition, this program also strengthens cooperation between families and schools in supporting the growth and development of young children. Abstrak. Penelitian ini bertujuan untuk melihat bagaimana Program Parent–Teacher diterapkan dalam membantu orang tua meningkatkan kemampuan mereka dalam merawat dan mendidik anak di TK Khodimul Ummat Kota Bandung. Penelitian ini menggunakan pendekatan kualitatif dan menerapkan metode studi kasus. Data diperoleh dengan cara mengamati, melakukan wawancara mendalam dengan kepala sekolah, guru, dan orang tua, serta mengumpulkan dokumen-dokumen terkait. Analisis data dilakukan dalam beberapa tahap, yaitu mengurangi data, menampilkan data, dan membuat kesimpulan dengan menguji keabsahan menggunakan triangulasi dari sumber, teknik, dan waktu. Hasil penelitian menunjukkan bahwa program Parent–Teacher dijalankan dengan perencanaan yang terstruktur dan melibatkan kepala sekolah, guru, serta bagian kurikulum. Program ini dijalankan melalui berbagai aktivitas, seperti kegiatan pembinaan orang tua, guru sebagai pengajar, konsultasi tentang pertumbuhan anak, serta komunikasi berkala antara sekolah dan orang tua. Evaluasi dilakukan terus-menerus dengan cara guru merenungkan kinerjanya, menerima masukan dari orang tua, serta mengamati selama kegiatan berlangsung. Faktor yang mendukung meliputi komitmen dari sekolah, komunikasi yang baik, dan partisipasi aktif orang tua, sementara faktor yang menghambat adalah keterbatasan waktu dan tingkat kehadiran orang tua yang masih kurang memadai. Program ini membantu meningkatkan pengetahuan, pemahaman, dan kemampuan orang tua dalam menerapkan cara pengasuhan yang lebih baik. Selain itu, program ini juga memperkuat kerja sama antara keluarga dan sekolah dalam mendukung tumbuh kembang anak-anak usia dini.

Page 14 of 15 | Total Record : 141

 11   12   13   14   15 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 2 (2026): Bandung Conference Series: Early Chillhood Teacher Education Vol. 6 No. 1 (2026): Bandung Conference Series: Early Chillhood Teacher Education Vol. 5 No. 2 (2025): Bandung Conference Series: Early Chillhood Teacher Education Vol. 4 No. 1 (2024): Bandung Conference Series: Early Childhood Teacher Education Vol. 3 No. 1 (2023): Bandung Conference Series: Early Childhood Teacher Education Vol. 2 No. 2 (2022): Bandung Conference Series: Early Childhood Teacher Education Vol. 2 No. 1 (2022): Bandung Conference Series: Early Childhood Teacher Education Vol. 1 No. 1 (2021): Bandung Conference Series: Early Childhood Teacher Education 281-290 273-280 265-272 257-264 249-256 241-248 233-240 225-232 217-224 209-216 203-210 201-208 195-202 193-200 187-194 185-192 179-186 175-184 173-178 167-172 165-174 159-166 157-164 153-158 149-156 145-152 141-148 135-144 133-140 127-134 123-132 121-126 115-122 113-120 107-114 105-112 99-106 97-104 89-98 87-96 81-88 79-86 71-80 69-78 61-70 59-68 53-60 51-58 45-52 41-50 37-44 33-40 27-36 25-32 17-26 17-24 9-16 1-8 More Issue