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Membangun Dasar yang Kuat: Pelaksanaan dan Tantangan Asesmen pada Fase Fondasi: Building a Strong Foundation: Implementation and Challenges of Assesment in the Foundation Phase Ima Cahyani Syafitri; Mardiyana Faridhatul Anawaty; Titin Faridatun Nisa'
Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 7 No. 2 (2025)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/ijec.v7i2.3612

Assessment in the independent curriculum frees each institution to plan and design assessment instruments that are appropriate to the stages of child development and the needs of each school. The purpose of this study was to analyze assessment practices and obstacles faced by teachers. This type of research uses a qualitative research method that refers to the phenomenological paradigm. This research was conducted at the YKK 01 Kindergarten institution in Bangkalan Regency involving the principal and teachers in August-December 2024. Data collection techniques were by interview, participant observation and documentation. The data analysis technique used the Miles and Huberman model, namely data collection, data reduction, data display, conclusion drawing and data verification. The results of the study regarding the implementation and challenges of the foundation phase learning assessment were that teachers used checklists and work results in implementing the assessment and at certain times used anecdotal notes instruments. The challenges faced by teachers, first, the different characteristics of children so that they affect the assessment results, second, communicating the assessment results to align teacher perceptions with parents. This research recommends that teachers can increase the duration of use of assessment instruments other than checklists and work results that are tailored to children's needs and can increase the use of technology to collect, store, and analyze assessment data so as to help monitor children's development more efficiently and facilitate communication with parents. ABSTRAK Asesmen pada kurikulum merdeka membebaskan setiap lembaga untuk merencanakan dan merancang instrumen asesmen yang sesuai dengan tahapan perkembangan anak dan kebutuhan masing-masing sekolah. Tujuan penelitian ini untuk menganalisis praktik asesmen dan kendala yang guru hadapi. Jenis penelitian ini menggunakan metode penelitian kualitatif yang merujuk pada paradigma fenomenologi. Penelitian ini dilaksanakan pada lembaga TK YKK 01 Kabupaten Bangkalan yang melibatkan kepala sekolah dan guru pada bulan Agustus-Desember 2024. Teknik pengumpulan data dengan cara wawancara, observasi partisipasi dan dokumentasi. Teknik analisis data menggunakan model Miles and Huberman yaitu pengumpulan data (data collection), reduksi data (data reduction), penyajian data (data display), penarikan kesimpulan dan verifikasi data (conclusion drawing and verification). Hasil dari penelitian mengenai pelaksanaan dan tantangan asesmen pembelajaran fase fondasi yaitu guru menggunakan ceklis dan hasil karya dalam pelaksanaan asesmen dan pada waktu tertentu menggunakan instrument catatan anekdot. Tantangan yang dihadapi oleh guru, pertama, karakteristik anak yang berbeda-beda sehingga berpengaruh terhadap hasil asemen, kedua, mengkomunikasikan hasil assesmen untuk menyelaraskan presepsi guru dengan orangtua. Rekomendasi penelitian ini, guru dapat meningkatkan durasi penggunaan instrument asesmen selain ceklis dan hasil karya yang disesuaikan dengan kebutuhan anak dan dapat meningkatkan penggunaan teknologi untuk mengumpulkan, menyimpan, dan menganalisis data asesmen sehingga membantu dalam memantau perkembangan anak secara lebih efisien dan memudahkan komunikasi dengan orangtua.

Strategi Guru dalam Meningkatkan Keterampilan Motorik Halus Anak Berkebutuhan Khusus Melalui Bermain Sensorimotorik (Studi TK Islam Bintang Juara, Semarang): Teacher Strategies for Improving Fine Motor Skills in Children with Special Needs Through Sensory-Motor Play (Study at Bintang Juara Islamic Kindergarten, Semarang) Setiariksa, Nurul; Diana
Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 7 No. 2 (2025)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/ijec.v7i2.3728

This study aims to analyze the strategies employed by teachers to enhance the fine motor skills of children with special needs at Islamic Bintang Juara Kindergarten through sensorimotor play activities. The strategies used by the teachers in the stimulation process include designing lesson plans tailored to the needs and abilities of the children, as well as selecting engaging play activities to increase students’ learning motivation. In the first phase of the research, the researcher conducted interviews with the principal and teachers regarding the strategies that had been implemented to improve the children's fine motor skills. The observation phase consisted of two stages: one focused on observing the children and the other on observing the teacher's instructional practices. The results of the study indicated a significant improvement in the children's fine motor skills through sensorimotor play. The sensorimotor learning strategies applied have a positive impact, as shown by the children's increased independence in performing various activities that involved fine motor skills. Additionally, the children demonstrated self-regulation abilities in activities such as picking up or arranging objects, controlling and coordinating body movements, and skillfully using specific tools during their play activities. ABSTRAK Penelitian ini bertujuan untuk menganalisis strategi guru dalam meningkatkan keterampilan motorik halus anak berkebutuhan khusus di TK Islam Bintang Juara melalui kegiatan bermain sensorimotorik. Strategi yang digunakan guru dalam proses stimulasi meliputi penyusunan rencana pembelajaran sesuai dengan kebutuhan dan kemampuan anak, serta pemilihan ragam main yang menarik untuk meningkatkan motivasi belajar. Tahap awal penelitian, peneliti melakukan wawancara terhadap Kepala Sekolah dan Guru terkait strategi yang sudah diterapkan dalam meningkatkan keterampilan motorik halus anak. Pada tahap observasi atau pengamatan terdiri dari dua tahap yaitu tahap observasi terhadap anak dan tahap observasi terhadap pembelajaran guru. Metode penelitian yang digunakan kualitatif dengan pendekatan deskriptif. Teknik pengumpulan data yang digunakan berupa observasi, wawancara serta dokumentasi. Hasil penelitian ini menunjukkan peningkatan keterampilan motorik halus anak melalui bermain sensorimotorik. Strategi pembelajaran sensorimotorik yang diterapkan membawa dampak positif yang signifikan. Hal tersebut ditunjukkan dengan kemandirian anak dalam melakukan berbagai kegiatan yang melibatkan keterampilan motorik halus. Selain itu anak menunjukkan kemampuan kontrol diri pada kegiatan seperti mengambil atau mengatur benda, dapat mengendalikan dan mengkoordinasikan gerakan tubuh serta terampil dalam menggunakan spesifik peralatan yang digunakan anak-anak dalam kegiatan bermain mereka.

Analisis Penanaman Nilai Moral Agama di RA Miftahul Falah melalui Hafalan Surat Pendek: Analysis of the Instillation of Religious Moral Values at RA Miftahul Falah through Memorizing Short Letters Hana, Zulfatun Muhhana; Muhammad Nofan Zulfahmi
Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 7 No. 2 (2025)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/ijec.v7i2.3863

Instilling religious moral values in children at an early age is an important part of a child's self-development. This is done from an early age because it is considered the best time to build good habits. This study was conducted at RA Miftahul Falah Batealit Jepara, and a descriptive qualitative method was used, which included documentation, interviews, and observations. This study aims to determine how effective this technique is in building children's character. The results showed that children can memorize short verses and pray before studying. Where parents and teachers show a positive attitude, religious moral values are applied. This study emphasizes the importance of getting support from parents and the environment in the process of learning religious and moral values, and finding factors that support memorizing short letters such as strong memory and easy to accept new information, media and memorization methods that are interesting and easy to practice by children. In addition to supporting factors, of course there are also inhibiting factors for memorizing short letters in the form of lack of motivation and interest in children, children who have difficulty focusing and concentrating. Therefore, it is hoped that memorizing short letters can form a good character and in accordance with religious teachings. ABSTRAK Penanaman nilai-nilai moral agama pada anak-anak di usia dini merupakan bagian penting dari pengembangan diri anak. Ini dilakukan sejak usia dini karena dianggap sebagai waktu terbaik untuk membangun kebiasaan yang baik. Penelitian ini dilakukan di RA Miftahul Falah Batealit Jepara, dan metode kualitatif deskriptif digunakan, yang mencakup dokumentasi, wawancara, dan observasi. Penelitian ini bertujuan untuk mengetahui seberapa efektif teknik ini dalam membangun karakter anak. Hasil penelitian menunjukkan bahwa anak-anak dapat menghafal ayat-ayat pendek dan berdoa sebelum belajar. Di mana orang tua dan guru menunjukkan sikap yang positif, nilai-nilai moral agama diterapkan. Studi ini menekankan betapa pentingnya mendapatkan dukungan dari orang tua dan lingkungan dalam proses pembelajaran nilai-nilai agama dan moral, serta menemukan faktor yang mendukung penghafalan surat-surat pendek seperti daya ingat yang kuat dan mudah menerima informasi baru, media dan metode menghafal yang menarik dan mudah untuk dipraktikkan oleh anak-anak. Selain factor pendukung tentu juga ada factor penghambat menghafal surat pendek berupa kurangnya motivasi dan minat anak, anak yang sulit fokus dan konsentrasi. Oleh karena itu, diharapkan dengan menghafal surat-surat pendek dapat membentuk karakter yang baik dan sesuai dengan ajaran agama.

Kepemimpinan dalam Memfasilitasi Proses Pembelajaran Anak Usia Dini : Studi Literatur Pengembangan Jiwa Kepemimpinan Peserta Didik: Leadership in Facilitating Early Childhood Learning Process: Literature Study on the Development of Students' Leadership Spirit Sianturi, Risbon; Siti Nuraisyah, Neli; Desriani Rahmania
Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 7 No. 2 (2025)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/ijec.v7i2.3870

This research examines the concept and implementation of leadership in facilitating early childhood learning processes through a systematic literature review. Using a literature study approach with content analysis methods, analyzing various academic sources including textbooks, journal articles, and relevant educational policy documents. The results show that early childhood leadership is a multidimensional construct encompassing four main domains: emotional (regulation and emotional awareness), socio-cognitive (interpretation and social interaction), moral-ethical (understanding values and norms), and creativity-innovation (divergent and adaptive thinking). Leadership development requires a holistic approach through four main strategies: (1) experiential learning, (2) narrative-constructive, (3) structural play, and (4) reflective-metacognitive. Direct experience-based interventions show the highest success rate (78-85%) in improving decision-making and collaborative problem-solving abilities. Ecosystemic analysis reveals that leadership development is influenced by dynamic interactions of micro (family-school), meso (inter-environmental relationships), and macro (socio-cultural values) systems. Practical implications lead to three recommendations: (1) development of flexible leadership competency-based curriculum, (2) enhancement of educators' capacity as facilitators of psychological transformation, and (3) implementation of holistic assessment systems considering children's longitudinal development. ABSTRAK Penelitian ini mengkaji konsep dan implementasi kepemimpinan dalam memfasilitasi proses pembelajaran anak usia dini melalui studi literatur sistematis. Menggunakan pendekatan studi literatur dengan metode analisis konten dari berbagai sumber akademik meliputi buku teks, artikel jurnal, dan dokumen kebijakan pendidikan yang relevan. Hasil penelitian menunjukkan bahwa kepemimpinan anak usia dini merupakan konstruk multidimensional yang mencakup empat domain utama: emosional (regulasi dan kesadaran emosi), sosial-kognitif (interpretasi dan interaksi sosial), moral-etis (pemahaman nilai dan norma), serta kreativitas-inovasi (berpikir divergen dan adaptif). Pengembangan kepemimpinan memerlukan pendekatan holistik melalui empat strategi utama: (1) experiential learning, (2) naratif-konstruktif, (3) permainan struktural, dan (4) reflektif-metakognitif. Intervensi berbasis pengalaman langsung menunjukkan tingkat keberhasilan tertinggi (78-85%) dalam meningkatkan kemampuan pengambilan keputusan dan pemecahan masalah kolaboratif. Analisis ekosistemik mengungkapkan bahwa pengembangan kepemimpinan dipengaruhi oleh interaksi dinamis sistem mikro (keluarga-sekolah), meso (hubungan antarlingkungan), dan makro (nilai budaya-sosial). Implikasi praktis mengarah pada tiga rekomendasi: (1) pengembangan kurikulum berbasis kompetensi kepemimpinan yang fleksibel, (2) peningkatan kapasitas pendidik sebagai fasilitator transformasi psikologis, dan (3) implementasi sistem asesmen holistik yang mempertimbangkan perkembangan longitudinal anak. Kesimpulannya, pengembangan kepemimpinan anak usia dini membutuhkan integrasi kompleks antara stimulasi yang tepat, lingkungan yang responsif, dan fasilitasi yang sensitif terhadap tahap perkembangan anak.

Math Puzzles and Free Play: Which is More Effective for Children's Spatial Development? Al Ayyubi, Ibnu Imam; Nurhikmah; Noerzanah, Firda; Prayetno, Eko; Asri, Muhammad Rizal
Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 7 No. 2 (2025)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/ijec.v7i2.3932

This study aims to compare the effectiveness of learning using math puzzles (game-based learning) with free play (play-based learning) in developing spatial abilities of early childhood. This study uses a mixed methods approach with an explanatory sequential design. The sample of the study consisted of 30 students, 15 students at TK Inpres Mannurukki (experimental class) and 15 students at TK IT At-Tibyan (control class), with a purposive sampling technique. The instruments used were tests and interviews. Quantitative data were analyzed using descriptive and inferential statistics through SPSS 26, including normality tests, variance homogeneity tests, Mann-Whitney tests, Independent Samples t-tests, and N-Gain tests. Qualitative analysis was carried out using thematic analysis. The results showed that in the posttest, the average score of the experimental class (math puzzle) was 76.13, while the control class (free play) reached 84.20. Statistical tests showed a significant difference (p = 0.014), with the control class showing better results. However, the N-Gain test in the experimental class showed moderate effectiveness with an average N-Gain value of 0.599. Interviews with students showed that mathematical puzzle-based learning increased motivation and interest in learning, although some students had difficulty with the level of puzzle difficulty being too high. In contrast, students in the control class felt freer, but needed more guidance to link the game to mathematical concepts. This study concluded that although mathematical puzzles are interesting, free play-based learning is more effective in supporting the overall development of mathematical concepts in early childhood.

Penerapan Strategi Kreatif dalam Pembelajaran Inklusif di PAUD: Implementation of Creative Strategies in Inclusive Learning in PAUD Rifatul Aliyah; Muchamad Nursalim; Budi Purwoko
Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 7 No. 2 (2025)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/ijec.v7i2.4023

This study is motivated by the limited research on the application of creative strategies in inclusive early childhood education (PAUD), despite its significant impact on optimizing the development and participation of children with special needs. The study aims to analyze the effectiveness of various creative strategies and their implications within the context of inclusive learning in PAUD. The research adopts a systematic review design, by analyzing 20 relevant and published scholarly articles. Data was collected through the identification and extraction of key information from selected articles, and analyzed using thematic narrative synthesis. The findings reveal that creative strategies significantly enhance engagement, focus, and adaptive behaviors in children with special needs, such as the use of busy boards for children with ADHD and methods for addressing concentration disorders. These findings align with the research objectives and support the theory of differentiated and child-centered learning. The study concludes that the critical role of creative strategies in creating a responsive and stimulating inclusive learning environment for all children in PAUD is paramount. The implications encompass theoretical contributions, such as advancing the literature on inclusive pedagogy and early childhood development, and practical recommendations for educators and policymakers to enhance teacher training programs in creative strategies, reform flexible curricula, and adopt new models of closer school-parent collaboration. Additionally, this study identifies future research opportunities on large-scale empirical testing of specific creative strategies and factors influencing their sustainable implementation. ABSTRAK Penelitian ini dilatarbelakangi oleh masih terbatasnya studi mengenai penerapan strategi kreatif dalam pembelajaran inklusif di PAUD, padahal fenomena ini memiliki dampak signifikan terhadap optimalisasi perkembangan dan partisipasi anak berkebutuhan khusus. Tujuan penelitian ini adalah menganalisis efektivitas berbagai strategi kreatif dan implikasinya dalam konteks pembelajaran inklusif di PAUD. Metode yang digunakan adalah tinjauan sistematis (systematic review), dengan menganalisis 20 artikel ilmiah yang relevan dan terpublikasi. Data dikumpulkan melalui identifikasi dan ekstraksi informasi kunci dari artikel-artikel terpilih, dan dianalisis menggunakan sintesis naratif tematik. Hasil penelitian menunjukkan bahwa strategi kreatif secara signifikan meningkatkan keterlibatan, fokus, dan perilaku adaptif pada anak berkebutuhan khusus, seperti penggunaan busy board untuk anak ADHD dan metode penanganan gangguan konsentrasi. Temuan ini sejalan dengan tujuan penelitian dan memperkuat teori pembelajaran yang berdiferensiasi dan berpusat pada anak. Simpulan utama penelitian ini adalah pentingnya peran strategi kreatif dalam menciptakan lingkungan pembelajaran inklusif yang responsif dan stimulatif bagi semua anak di PAUD. Implikasi penelitian ini meliputi aspek teoretis, seperti pengayaan literatur tentang pedagogi inklusif dan pengembangan anak usia dini, serta aspek praktis, misalnya rekomendasi bagi pendidik dan pembuat kebijakan untuk meningkatkan pelatihan guru dalam strategi kreatif, merumuskan kurikulum yang fleksibel, dan mengembangkan model kolaborasi sekolah-orang tua yang lebih erat. Penelitian ini juga membuka peluang studi lanjutan tentang pengujian empiris skala besar terhadap efektivitas strategi kreatif tertentu dan faktor-faktor yang mempengaruhi implementasinya secara berkelanjutan.

Pembiasaan Kegiatan TPQ Dalam Membentuk Kedisiplinan Anak Usia Dini: Studi Deskriptif Di TK Hj. Isriati Baiturrahman 2 Semarang: Habituation of TPQ Activities in Forming Early Childhood Dicipline: A Descriptive Study at Hj. Isriati Baiturrahman 2 Kindergarten, Semarang Putri Fidintia, Syaha; Sugiyo Pranoto, Yuli Kurniawati
Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 7 No. 2 (2025)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/ijec.v7i2.4125

This study aims to clarify how habituation to TPQ extracurricular activities affects early childhood discipline formation in Hj. Isriati Baiturrahman 2 Kindergarten, Semarang. This study used a descriptive qualitative approach. Data collection was done using observation, interview, and recording methods. The study subjects included TPQ teachers, homeroom teachers, and parents. The results of the study showed that daily TPQ activities could develop children’s personal and social discipline, such as punctuality, obedience to rules, patience, and responbility for belongings. Teachers and parents play an important role in cultivating these positive habits. Habituation has been proven to be an effective strategy in personality development in early childhood. ABSTRAK Penelitian ini bertujuan untuk mengetahui peran pembiasaan kegiatan ekstrakulikuler TPQ terhadap pembentukan kedisiplinan pada anak usia dini di TK Hj. Isriati Baiturrahman 2 Semarang. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Subjek penelitian adalah Guru Taman Pendidikan Al-Quran, wali kelas, dan orang tua. Hasil penelitian menunjukkan bahwa kegiatan TPQ sehari-hari membentuk sikap disiplin anak baik dalam aspek personal maupun sosial, seperti ketepatan waktu, ketaatan pada aturan, mengantri, dan mengelola barang milik sendiri. Guru dan orang tua memiliki peran penting dalam menumbuhkan kebiasaan positif tersebut. Pembiasaan terbukti menjadi strategi yang efektif dalam pendidikan kepribadian pada anak usia dini.

Pengaruh Permainan Tradisional Engklek terhadap Perkembangan Kecerdasan Kinestetik Anak Kelompok B di TK Alkhairat Tatura: The Influence of the Traditional Engklek Game on the Development of Kinesthetic Intelligence in Group B Children at Alkhairat Tatura Kindergarten Alhaddad, Nursyafi'ah; Amrullah; Hesti Putri Setianingsih
Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 7 No. 2 (2025)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/ijec.v7i2.4141

This research is meant to examine the impact of the engklek traditional game in developing the kinesthetic intelligence of 5–6-year-old children in group B at TK Alkhairaat Tatura. Kinesthetic intelligence is the capacity to effectively use body movements to convey thoughts or ideas, solve problems, and coordinate physical movements such as strength, agility, and balance. This ability is essential to nurture during early childhood as it supports the development of gross motor skills and active engagement in the learning process. Quantitative method with pre-experimental design (one group pretest-posttest) was utilized. The sample included 10 children whose physical abilities were assessed before or after engaging in the engklek game activity. Data were collected through interviews, observations, and documentation, and subsequently analyses were conducted using descriptive and inferential methods, including signed rank-test. The findings showed a significant improvement in children's kinesthetic intelligence after the intervention. The Wilcoxon test results with a statistical value of Z were -2.972 with a significance level of 0.003 < (0.05), indicating a significant difference between before and after treatment. The aspects that improved include leg strength (jumping on one foot), body agility (zigzag running), and balance (walking on a balance beam). In conclusion, the traditional game of engklek positively influences the development of kinesthetic intelligence. This game can serve as an enjoyable and effective learning strategy for enhancing children's physical-motor skills in early childhood education settings. ABSTRAK Studi ini dimaksudkan guna mengidentifikasi pengaruh permainan tradisional engklek pada perkembangan kecerdasan kinestetik anak berusia 5–6 tahun di kelompok B TK Alkhairaat Tatura. Kecerdasan kinestetik ialah keterampilan dalam memanfaatkan bagian tubuh secara terampil dalam rangka mengungkapkan gagasan, menyelesaikan masalah, serta mengoordinasikan gerakan fisik seperti kekuatan, kelincahan, dan keseimbangan. Kecerdasan ini penting dikembangkan sejak usia dini karena mendukung pertumbuhan motorik kasar anak dan keterlibatan aktif dalam proses belajar. Pendekatan kuantitatif berdesain pra-eksperimental (one group pretest-posttest) dimanfaatkan. Sampel mencakup 10 anak yang diamati kemampuan fisiknya sebelum dan sesudah mengikuti kegiatan permainan engklek. Data dikumpulkan dengan teknik wawancara, observasi, serta dokumentasi, yang selanjutnya dianalisis secara deskriptif serta inferensial menggunakan uji wilcoxon. Temuan ini memperlihatkan adanya peningkatan signifikan pada kecerdasan kinestetik anak setelah diberikan perlakuan. Hasil uji wilcoxon dengan nilai statistik Z sebesar -2.972 dengan taraf Sig. 0.003 < (0.05), maka diidentifikasi perbedaan signifikan antara sebelum maupun setelah perlakuan. Aspek-aspek yang mengalami peningkatan meliputi kekuatan kaki (melompat satu kaki), kelincahan tubuh (lari zigzag), dan keseimbangan (berjalan di atas papan titian). Kesimpulannya, permainan tradisional engklek memengaruhi perkembangan kecerdasan kinestetik secara positif. Permainan ini mampu menjadi sebagai strategi pembelajaran yang menyenangkan serta efektif dalam menghasilkan peningkatan kemampuan fisik-motorik anak di lingkungan pendidikan anak berusia dini.

Manajemen Holistik pada Kurikulum Pendidikan Karakter Anak Usia Aziz, Mursal; Napitupulu, Dedi Sahputra; Salim, Muhammad Qolbi
Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 7 No. 2 (2025)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/ijec.v7i2.3872

Character is very important to be taught from an early age. Through habituation, especially consistent Islamic character values, it is hoped that it will become permanent after the child grows into an adult. This study aims to describe how to build early childhood character by conducting holistic learning management. This study uses literature research by tracing written sources from authoritative books and journals. The data obtained is then analyzed using content analysis techniques. The results of the study show that holistic learning management in shaping early childhood character is a comprehensive and integrative approach, which includes cognitive, affective, social, moral, and spiritual aspects in the educational process. With this approach, children are not only taught intellectual intelligence, but also guided to have strong character values, such as honesty, responsibility, discipline, empathy, and a firm faith. Holistic learning can be applied through a variety of experiential, exploration, and social interaction-based methods, such as play, storytelling, discussions, and collaboration-based projects, which make the learning process more meaningful and enjoyable. ABSTRAK Karakter sangat penting diajarkan sejak usia dini. Melalui pembiasaan, terutama nilai karakter islami yang konsisten, diharapkan akan menjadi permanen setelah anak tumbuh menjadi dewasa. Studi ini bertujuan untuk mendeskripsikan bagaimana membangun karakter anak usia dini dengan melakukan manajemen pembelajaran holistik. Studi ini menggunakan penelitian kepustakaan dengan menelusuri sumber-sumber tertulis dari buku dan jurnal otoritatif. Data yang diperoleh kemudian dianalisis menggunakan teknik analisis konten. Hasil penelitian menunjukkan bahwa manajemen pembelajaran holistik dalam membentuk karakter anak usia dini merupakan pendekatan yang menyeluruh dan integratif, yang mencakup aspek kognitif, afektif, sosial, moral, dan spiritual dalam proses pendidikan. Dengan pendekatan ini, anak-anak tidak hanya diajarkan kecerdasan intelektual, tetapi juga dibimbing untuk memiliki nilai-nilai karakter yang kuat, seperti kejujuran, tanggung jawab, disiplin, empati, serta keimanan yang kokoh. Pembelajaran holistik dapat diterapkan melalui berbagai metode berbasis pengalaman, eksplorasi, dan interaksi sosial, seperti bermain, mendongeng, diskusi, dan proyek berbasis kolaborasi, yang membuat proses pembelajaran menjadi lebih bermakna dan menyenangkan.

Program Pengembangan Interaksi Sosial Anak di TKIT Baitusshalihin: Children's Social Interaction Development Program at Baitusshalihin Kindergarten Nadia Fadila; Heliati Fajriah; Muthmainnah
Indonesian Journal of Early Childhood: Jurnal Dunia Anak Usia Dini Vol. 7 No. 2 (2025)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35473/ijec.v7i2.4048

TKIT Baitusshalihin is one of the institutions that implements social interaction development programs through various activities, but there are still some children who are still alone during the learning process. This study aims to describe the form of social interaction development programs and the factors that hinder the children's social interaction development program at TKIT Baitusshalihin. Social interaction is an important aspect in early childhood development, because it is the basis for the formation of communication skills, cooperation, and building interpersonal relationships. The research method used is a descriptive qualitative method. The subjects in this study were children aged 5-6 years (grade B). Data collection techniques in this study were observation, interviews and documentation. Observations include programs that exist in the school, the study conducted interviews with class B5 teachers and the principal. In the documentation stage, the researcher took photos related to the social interaction development program. The results of the study indicate that the social interaction development program for children at TKIT Baitusshalihin is divided into two programs: an internal school program and an outing class program. The internal school program includes 10 centers (natural materials center, physical exercise, origami, worship, gardening, art, painting, numeracy, literacy, and design) and extracurricular activities. The outing class is a field trip activity. ABSTRAK TKIT Baitusshalihin merupakan salah satu lembaga yang melaksanakan program pengembangan interaksi sosial melalui berbagai kegiatan, tetapi masih ada sebagian anak yang masih menyendiri ketika proses pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan bentuk program pengembangan interaksi sosial dan faktor kendala program pengembangan interaksi sosial anak di TKIT Baitusshalihin. Interaksi sosial merupakan aspek penting dalam perkembangan anak usia dini, karena menjadi dasar bagi terbentuknya kemampuan berkomunikasi, bekerja sama, dan membangun hubungan interpersonal. Metode penelitian yang digunakan adalah metode kualitatif deskriptif. Subjek dalam penelitian ini adalah anak-anak usia 5-6 tahun (kelas B). Teknik pengumpulan data dalam penelitian ini observasi, wawancara dan dokumentasi. Observasi memuat program-program pengembangan interaksi sosial yang ada di sekolah, wawancara dilakukan dengan guru kelas B5 dan kepala sekolah. Pada tahap dokumentasi peneliti melakukan pengambilan foto yang berkaitan dengan program pengembangan interaksi sosial. Hasil penelitian menunjukkan bahwa program pengembangan interaksi sosial anak di TKIT Baitusshalihin dibagi menjadi dua program yaitu program internal sekolah dan program outing class yaitu program internal sekolah meliputi 10 sentra (sentra bahan alam, olah tubuh, origami, ibadah, berkebun, seni, melukis, numerasi, literasi, rancang bangun) dan ekstrakurikuler. Adapun outing class yaitu kegiatan field trip.

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Contact Name
Eko Nur Hermansyah

Contact Email
ekonurhermansyah@unw.ac.id

Phone
+6285641331367

Journal Mail Official
taulany27@gmail.com

Editorial Address
Jl. Diponegoro no 186 Gedanganak - Ungaran Timur, Kab. Semarang Jawa Tengah

Location
Kab. semarang,

Jawa tengah

INDONESIA

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Eko Nur Hermansyah

Contact Email ekonurhermansyah@unw.ac.id

Phone +6285641331367

Journal Mail Official taulany27@gmail.com

Editorial Address Jl. Diponegoro no 186 Gedanganak - Ungaran Timur, Kab. Semarang Jawa Tengah

Location Kab. semarang, Jawa tengah INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Eko Nur Hermansyah

Contact Email
ekonurhermansyah@unw.ac.id

Phone
+6285641331367

Journal Mail Official
taulany27@gmail.com

Editorial Address
Jl. Diponegoro no 186 Gedanganak - Ungaran Timur, Kab. Semarang Jawa Tengah

Location
Kab. semarang,

Jawa tengah

INDONESIA