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ihyaulum
Published by Universitas Islam Makassar
ISSN : -     EISSN : 29628504     DOI : https://doi.org/10.59638/ihyaulum.v1i1
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media Other
Ihya Ulum: Early Childhood Education Journal is a research-based journal that contains the latest issues in educational development in the field of Early Childhood Education. This journal is published by the Early Childhood Education Teacher Education Study Program, Faculty of Teacher Training and Education, Makassar Islamic University. This journal aims to publish and disseminate the results of research and studies on education. The articles published are the results of research or thoughts in the field of education conducted by researchers, teachers, and educational practitioners. This journal is published periodically three times a year, namely March, July and November. E-ISSN 2962-8504
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 51 Documents
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The Role of Teachers in Handling Bullying Among Children in Kindergarten Learning Environments indriyani Indriyani; Sadaruddin Sadaruddin; Andi Rezky Nurhidaya
Ihya Ulum: Early Childhood Education Journal Vol 4 No 1 (2026): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v4i1.571

Abstract

Bullying in early childhood represents a severe threat to the integrity of social-emotional development within the school environment. This study aims to analyze the manifestations of child bullying behavior in the learning environment of Pabata Ummi Kindergarten, as well as to evaluate the operationalization of teachers' strategic roles in detecting and intervening in such cases. A qualitative approach with a descriptive method was applied in this research. Data were gathered through a one-month passive participant observation, semi-structured in-depth interviews with the principal, classroom teacher, and parents, along with a documentary review of children's developmental anecdotal records. Data analysis was conducted interactively, encompassing data reduction, thematic data display, and conclusion drawing. The results indicated that physical bullying (pushing, seizing items), verbal bullying (mocking parents' names, taunting peers' abilities), and relational bullying (social exclusion from playgroups) still frequently occurred, particularly during free-play hours due to limited daily supervision ratios. Educators play a vital role as counselors, facilitators, and motivators by implementing a conducive classroom environment and executing humanistic, non-violent, curative-restorative measures. Nevertheless, teacher interventions remain reactive-spontaneous based on personal empirical experience, due to the absence of standard operational guidelines at school and a lack of formal competency training. This study recommends the importance of strengthening anti-bullying conceptual literacy for educators through continuous workshops, alongside the necessity of synchronous positive parenting synergy with parents to dismantle the normalization bias of childhood violence in order to establish a safe, inclusive, and child-friendly early childhood education unit.
Meningkatkan Kemampuan Berbicara Anak Usia 4-5 Tahun Kelompok A Melalui Media Kartu Bergambar Itasari Itasari; Nasaruddin Nasaruddin; Erwin Nurdiansyah
Ihya Ulum: Early Childhood Education Journal Vol 3 No 3 (2025): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v3i3.774

Abstract

This study aims to analyze the implementation process and prove the effectiveness of improving the speaking skills of children aged 4–5 years in Group A at TK Islam Al-Fath Makassar through the utilization of flashcard media (picture cards). The background of the problem is based on initial observations indicating low ability to respond to teachers' verbal stimulation, minimal two-way communication, limited vocabulary, and weak oral articulation among children due to conventional and monotonous language learning models. The approach used is Classroom Action Research (CAR) following the Kemmis and McTaggart adaptive spiral model, conducted in two cycles, where each cycle includes the stages of planning, action, observation, and reflection. The research subjects involved 15 preschool children (7 boys and 8 girls). Data were collected through a combination of structured observation techniques and performance assessments, which were then analyzed using quantitative descriptive statistics and the interactive model of qualitative analysis. The results of the intervention demonstrate a significant acceleration in the children's expressive language competency achievement. At the end of Cycle I, the class's average oral ability score only reached 2.02 (Starting to Develop category) due to the dominance of one-way classical instruction. However, after implementing tactical reconstruction based on Developmentally Appropriate Practice (DAP) principles in Cycle II, the average class speaking skill score jumped drastically to 3.72 (Developing Very Well category). Performance improvements were consistently recorded in the aspects of fluency, vocabulary expansion, logical sentence structure composition, and the children's confidence and courage. The study concludes that the interactive-participatory operationalization of flashcards is highly effective in boosting early childhood speaking skills.
Peningkatan Kemampuan Seni Melalui Tari Kreasi Terhadap Anak Usia Dini Hasra Hasra; Nasaruddin Nasaruddin; Riskal Fitri
Ihya Ulum: Early Childhood Education Journal Vol 3 No 3 (2025): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v3i3.779

Abstract

This study aims to improve early childhood artistic skills through the structured implementation of creative dance activities in Group B at TK Bilingual MICI Al Basit. The background of the research is based on empirical conditions in the field indicating rigid and monotonous art learning, which results in low kinesthetic coordination and aesthetic expression among children. The method used in this study is Classroom Action Research (CAR) conducted in two cycles based on the Kemmis and McTaggart model. Each cycle encompasses four procedural stages: planning, action execution through guided demonstration strategies, observation, and reflection. The research subjects consisted of seven children aged 5–6 years. Data collection techniques were conducted holistically using structured observation sheets and authentic documentation, while data analysis applied a qualitative descriptive approach alongside simple quantitative analysis. The results of the study show a significant and gradual improvement in the children's artistic skills. In the initial condition (pre-action), the children's classical mastery percentage was only 14.28%. After the intervention was provided in Cycle I, the mastery percentage increased to 42.85%. Culminating at the end of Cycle II, the classical mastery percentage soared sharply to reach 85.71%, with the majority of children successfully shifting into the Developing as Expected (BSH) and Developing Very Well (BSB) categories. Qualitatively, the children were able to harmoniously synchronize body movements with the tempo of the music, demonstrate expressive flexibility, and exhibit high self-confidence when performing in groups. Based on these findings, it is concluded that the implementation of play-based creative dance is proven effective in holistically improving early childhood artistic skills and is suitable as an alternative art learning model in early childhood education institutions.
Meningkatkan Kemandirian Anak Usia 5-6 Tahun Melalui Metode Bermain Peran Nurhani Nurhani; Riskal Fitri; Ashar Ashar
Ihya Ulum: Early Childhood Education Journal Vol 3 No 3 (2025): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v3i3.780

Abstract

Independence is a fundamental developmental aspect that must be instilled from an early age; however, in reality, many children aged 5–6 years at TK Bukit Permai 2 Karampang Eja still demonstrate low levels of autonomy and high dependence on adults. This study aims to improve the independence of children aged 5–6 years through the implementation of structured, child-centered role-playing methods. This type of research is a collaborative Classroom Action Research (CAR) adopting the Kemmis and McTaggart spiral model. The research subjects consisted of 15 children in Group B at TK Bukit Permai 2 Karampang Eja, Gowa Regency. The study was conducted in two action cycles, with each cycle encompassing the stages of planning, implementation, observation, and reflection. Data were collected through structured observation techniques using independence development assessment rubric instruments (covering indicators of physical ability, self-confidence, and responsibility) and reinforced by field notes and documentation. Data analysis techniques utilized descriptive percentage statistics for quantitative data and the Miles and Huberman interactive model for qualitative data. The results showed a highly significant escalation in the development of children's independence in each cycle. The average classical independence achievement of the children in the Pre-cycle condition was only 20.00%, which then increased to 42.22% at the end of Cycle I, and reached an optimal success rate of 82.22% at the end of Cycle II. This final figure successfully exceeded the predetermined action success indicator of 75%. The conclusion of this study proves that the role-playing method is empirically highly effective in holistically boosting early childhood independence.
Peningkatan Kemampuan Sains Sederhana Anak Usia Dini Melalui Pencampuran Warna Sunarti Sunarti; Riskal Fitri; Nasaruddin Nasaruddin
Ihya Ulum: Early Childhood Education Journal Vol 3 No 3 (2025): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v3i3.783

Abstract

This Classroom Action Research (CAR) is motivated by the low basic science skills of Group B children at TK Asmaul Husnah, which is caused by the dominance of passive, memorization-oriented learning. This study aims to significantly improve early childhood basic science skills through the implementation of color-mixing activities utilizing watercolor media. The research design adopts the Kemmis and McTaggart spiral model conducted in two cycles, where each cycle encompasses the stages of planning, action, observation, and reflection. The research subjects consisted of 15 children in Group B (aged 5–6 years). Data collection techniques were carried out through triangulation, combining structured observations, child development assessment sheets, and documentation. The collected data were analyzed using comparative descriptive analysis techniques to measure the percentage of classical mastery. The results showed a highly significant increase in the children's basic science skills at each stage of the action. The children's classical mastery percentage soared sharply from the initial condition (Pre-Cycle) at 0%, increased to 40.0% (6 children mastered) at the end of Cycle I, and peaked at 93.4% (14 children mastered) at the end of Cycle II. Through a guided inquiry approach, the children were not only able to conduct experiments independently and accurately identify physical color changes, but their explanatory language skills were also stimulated in explaining the cause-and-effect relationship of the formation process of new colors. Based on these empirical findings, it is concluded that color-mixing experimental activities with watercolor media are proven to be highly effective in boosting children's basic science literacy and are recommended as an active learning model in early childhood education institutions.
Obstacle Jump Game in Stimulating Gross Motor Skills of Early Childhood Ramlah Yusran; Arie Martuty; Sahrul Syawal; Sutra Awaliyah Darfin; Usman Usman
Ihya Ulum: Early Childhood Education Journal Vol 4 No 1 (2026): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v4i1.807

Abstract

The development of gross motor skills in early childhood currently faces challenges due to an increasing sedentary lifestyle and gadget dependency, which impact the weakening of children's balance and physical coordination. This study aims to analyze the effect of the obstacle jump game on improving the gross motor skills of children aged 5–6 years in kindergarten. The research method used is quantitative with a quasi-experimental design of a pretest-posttest type without a control group. The research sample consisted of 20 children determined through a purposive sampling technique. Gross motor skills were measured through five main indicators, namely the ability to jump without assistance, running and jumping over obstacles, balance upon landing, movement coordination, as well as the children's courage and initiative. The intervention was carried out in a structured manner through six sessions of the obstacle jump game designed adaptively starting from the warming-up phase, gradual introduction of obstacles, to the cooling-down session. The data collection instrument was an observation sheet, while data analysis used the paired sample t-test assisted by SPSS version 23. The analysis results showed a t-value of 18.965 with a significance of 0.000 (p<0.05), indicating a significant increase in gross motor skills after the intervention was given. These findings indicate that the obstacle jump game is effective as a method of physical stimulation. This activity supports aspects of courage, body coordination, and children's active involvement in enjoyable physical activities, making it highly feasible to be integrated into early childhood education learning programs.
Penggunaan Media Clay Dalam Menstimulus Perkembangan Motorik Halus Anak Usia Dini Anisa Anisa; Andi Rezky Nurhidaya; Abdul Hakim Naba
Ihya Ulum: Early Childhood Education Journal Vol 3 No 3 (2025): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v3i3.808

Abstract

Fine motor development proficiency is a crucial prerequisite for young children to support writing readiness. However, most Group A children at RA Prestasi Ummi Annurah were identified as experiencing finger muscle stiffness, quick fatigue during hand-based physical activities, and limited visual-motor control during coloring. This study aims to analyze the implementation of structured learning using homemade flour clay and describe the forms of changes in children's fine motor performance following the intervention. A qualitative approach with a descriptive method was applied. The research subjects consisted of 15 Group A children (aged 4–5 years), with the classroom teacher and school principal serving as supporting informants. Data collection procedures were conducted through multisource techniques including passive participant observation, in-depth interviews, and documentation of children's portfolios. The data analysis technique adopted the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, and conclusion drawing. The results showed that utilizing flour clay through a guided play model, which actively involves children from the dough-making stage to forming universe objects, is highly effective in stimulating the intrinsic hand muscles. The identified forms of development include the transition of pencil grip to an efficient tripod grip, firm and stable strokes when copying numbers 1–5, and increased line control precision during coloring activities. This research contributes to providing a practical methodological reference for early childhood educators in utilizing economical sensory-manipulative media for holistic child motor stimulation.
Perkembangan Kognitif: Meningkatkan Keterampilan Klasifikasi pada Anak Usia 5-6 Tahun Melalui Pembelajaran Manipulatif Terstruktur.pdf Muqimah Surganingsih; Azizah Amal; Nurul Indah Ramadani; Fadhilah Afifah; Febriana Ekananda Suras
Ihya Ulum: Early Childhood Education Journal Vol 4 No 1 (2026): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v4i1.811

Abstract

Classification is a foundational cognitive skill required for early mathematics, yet children aged 5–6 years often struggle to transition from single-criterion to dual-criterion sorting due to cognitive centration. This study evaluates the effectiveness of a structured manipulative intervention, specifically the Shape and Color Sorting activity, in enhancing these skills. A quantitative approach with a pre-experimental, one-group pretest-posttest design was employed. Through total sampling, 20 children from Group B in Raudhatul Jannah Katangka Kindergarten were selected. Data gathered via structured pretest and posttest rubrics were analyzed using descriptive statistics, parametric assumption tests (normality and homogeneity), a paired samples t-test, and a simple linear regression analysis. Descriptive findings indicated substantial improvement in classification performance, shown by an increase in the mean conceptual score from 54.30 (±8.14) in the pretest to 66.95 (±7.63) in the posttest. The inferential analysis via a paired samples t-test confirmed this improvement was highly significant (t=3.632; df=19; p=0.001), proving that structured manipulative activities systematically reduced the children's cognitive centration. Furthermore, regression analysis demonstrated that initial baseline skills contributed 26.8% to the variance of posttest outcomes (R2=0.268; p=0.019). These findings conclude that structured manipulative activities are effective in expanding early childhood classification capacities. This study provides practical implications for early childhood educators to integrate multi-criteria manipulative sorting games within the curriculum to systematically support abstract logical reasoning and cognitive readiness.
Peningkatan Kemampuan Berpikir Kritis Anak Usia Dini Melalui Pembelajaran Sains Wahdatul Umma; Sadaruddin Sadruddin; Andi Rezky Nurhidaya
Ihya Ulum: Early Childhood Education Journal Vol 3 No 3 (2025): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v3i3.824

Abstract

This study aims to improve the critical thinking skills of early childhood in Group B at TK Pabbata Ummi, Antang, Makassar through the implementation of a direct experiment-based science learning method. The main problem underlying this study is the children's low reasoning ability, passive learners, and the dominance of teacher-centered learning patterns. The method used is Classroom Action Research (CAR) following the Kemmis and McTaggart model, conducted in two continuous cycles. The research subjects consisted of 8 children, comprising 4 boys and 4 girls. Data collection techniques were carried out through structured observations using instrument sheets with four indicators of critical thinking, as well as authentic activity documentation methods. The collected data were analyzed using simple qualitative and quantitative descriptive methods. The results of the data analysis show a consistent and significant increase in the children's critical thinking skills. In the pre-cycle stage, the average classical achievement of the children was very low at only 12.50% (Not Yet Developing), which then increased to 32.81% (Starting to Develop) in Cycle I. After reconstructing the strategy by managing small groups and introducing more challenging science experiments (such as making lava bubbles), the average classical achievement in Cycle II jumped drastically to reach 87.50% (Developing Very Well). In addition to elevating the children's critical thinking skills in asking questions and solving problems, this study documented a positive accompanying impact in the simultaneous expansion of the children's new vocabulary mastery. The study concludes that concrete experiment-based science learning is highly effective in optimally improving early childhood critical thinking skills.
Literatur Review: Implementasi Pembelajaran Sosiokultural Berbasis Budaya Lokal Makassar dalam Pembentukan Karakter Anak Usia Dini Asa Utami Sallewatang; Nabila Mahdia; Miftahurrahma Kaharuddin; Hajerah Hajerah; Muhammad Akil Musi
Ihya Ulum: Early Childhood Education Journal Vol 4 No 1 (2026): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v4i1.838

Abstract

This study aims to analyze the implementation of sociocultural learning based on Makassar local culture in shaping early childhood character in the era of digital disruption. Using a literature review method with a qualitative descriptive approach, secondary data from 10 reputable scientific articles published between 2020 and 2026 were selected through four stages of systematic screening and analyzed using content analysis techniques. The findings indicate that the internalization of the philosophical values of Sipakatau, Sipakalebbi, Sipakainge’, and Siri’ na Pacce effectively shapes children’s moral-affective character through teacher modeling, the modification of traditional games such as Ma’bom, oral literature such as pappaseng, and regional language stimulation. The novelty of this study lies in the integration of Lev Vygotsky’s sociocultural theory with the reconstruction of Makassar local wisdom values as cyber-mediated cultural tools. The contribution of this study is the provision of a conceptual roadmap for strengthening partnerships among the three centers of education through the formulation of local culture-based digital parenting to mitigate the risks of virtual isolation and cultural alienation among Generation Alpha. The policy implications urge early childhood education administrators to integrate cultural matrices into the teaching modules of the Kurikulum Merdeka and require parents to apply active mediation in children’s gadget use through screen-time boundaries within the family environment

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