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The Effect of Educational Block Media on the Problem-Solving Skills of Children Aged 5-6 Years at RA Perwanida 4 Palembang Vera Juwita; Indah Dwi Sartika; Izza Fitri
AlBanna: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Albanna: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/6x101a25

This study was motivated by the fact that some children aged 5-6 years at RA Perwanida 4 Palembang still experienced difficulties with problem-solving skills. Consequently, there was a need for learning media capable of stimulating these skills; educational building blocks were selected as one such medium. This study aimed to assess children's problem-solving skills before and after using educational building blocks and to determine the impact of this medium on the problem-solving abilities of children aged 5-6 years at RA Perwanida 4 Palembang. A quantitative approach was employed using a pre-experimental design-specifically, a one-group pretest-posttest design. The study subjects consisted of 22 children from Group B (aged 5-6 years) at RA Perwanida 4 Palembang. Data were collected through observation using an instrument comprising eight observational items. Analysis involved descriptive statistics, normality tests, homogeneity tests, and hypothesis testing via a Paired Samples T-Test using SPSS version 26. The results showed that, prior to the intervention, the children achieved a total problem-solving score of 383, with a mean score of 17.41. Following the intervention using educational building blocks, the total score rose to 633, with a mean score of 28.77. Hypothesis testing yielded a significance value (Sig. 2-tailed) of 0.000 (p < 0.05); thus, the null hypothesis (H₀) was rejected, and the alternative hypothesis (Hₐ) was accepted. It can therefore be concluded that educational building blocks have a significant effect on the problem-solving skills of children aged 5-6 years at RA Perwanida 4 Palembang. [Penelitian ini dilatarbelakangi oleh masih adanya anak usia 5-6 tahun di RA Perwanida 4 Palembang yang mengalami kesulitan dalam kemampuan problem solving. Oleh karena itu, diperlukan media pembelajaran yang dapat menstimulasi kemampuan tersebut, salah satunya melalui Media Balok Edukatif. Penelitian ini bertujuan untuk mengetahui kemampuan problem solving anak sebelum dan sesudah menggunakan Media Balok Edukatif, serta mengetahui pengaruh Media Balok Edukatif terhadap kemampuan problem solving anak usia 5-6 tahun di RA Perwanida 4 Palembang. Penelitian ini menggunakan pendekatan kuantitatif dengan metode Pre-Experimental Design dan desain One Group Pretest-Posttest Design. Subjek penelitian berjumlah 22 anak kelompok B usia 5-6 tahun di RA Perwanida 4 Palembang. Teknik pengumpulan data menggunakan observasi dengan instrumen berupa lembar observasi yang terdiri atas 8 butir amatan. Data dianalisis menggunakan statistik deskriptif, uji normalitas, uji homogenitas, dan uji hipotesis menggunakan Paired Samples T-Test dengan bantuan program SPSS versi 26. Hasil penelitian menunjukkan bahwa kemampuan problem solving anak sebelum diberikan perlakuan memperoleh jumlah skor sebesar 383 dengan nilai rata-rata 17,41. Setelah diberikan perlakuan menggunakan Media Balok Edukatif, jumlah skor meningkat menjadi 633 dengan nilai rata-rata 28,77. Hasil uji hipotesis memperoleh nilai signifikansi (Sig. 2-tailed) sebesar 0,000 < 0,05, sehingga H₀ ditolak dan Hₐ diterima. Dengan demikian, dapat disimpulkan bahwa Media Balok Edukatif berpengaruh signifikan terhadap kemampuan problem solving anak usia 5-6 tahun di RA Perwanida 4 Palembang.]

Implementation of Unplugged Activity Coding Learning Media Based on Computational Thinking Learning Strategy for Early Childhood Dhita Paranita Ningtyas; Choirudin; Agung Cahya Karyadi
AlBanna: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Albanna: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/07xm9s75

This research is motivated by the importance of developing Computational Thinking (CT) skills from early childhood as part of 21st-century skills in the digital era. However, the implementation of coding learning in early childhood still faces obstacles due to limited media and learning strategies that are appropriate for children's developmental characteristics. This study aims to determine the implementation and effectiveness of Unplugged Activity Coding learning media based on Computational Thinking strategies on the computational thinking abilities of early childhood children aged 5-6 years. The research method used is quantitative with a quasi-experimental approach using a One Group Pre-test-Post-test Design. The research subjects were 25 children aged 5-6 years at TK Insan Mulia Jakarta Selatan. The instrument used was an observation sheet for computational thinking abilities covering pattern recognition, algorithmic thinking, decomposition, and abstraction. Data analysis used paired t-test. The results showed a significant improvement in children's computational thinking abilities after implementing the media (pre-test=44.00; post-test=78.80; p=0.000). All aspects of computational thinking improved with an average of 79.09%. This research concludes that the Unplugged Activity Coding learning media based on Computational Thinking strategies is effective in improving early childhood computational thinking abilities and can be an innovative learning alternative in early childhood education. [Penelitian ini dilatarbelakangi oleh pentingnya pengembangan keterampilan Berpikir Komputasional (Computational Thinking atau CT) sejak usia dini sebagai bagian dari keterampilan abad ke-21 di era digital. Namun, penerapan pembelajaran coding pada anak usia dini masih menghadapi kendala akibat keterbatasan media dan strategi pembelajaran yang sesuai dengan karakteristik perkembangan anak. Penelitian ini bertujuan untuk mengetahui penerapan dan efektivitas media pembelajaran coding berbasis aktivitas tanpa perangkat (unplugged activity) yang mengacu pada strategi Berpikir Komputasional terhadap kemampuan berpikir komputasional anak usia dini (5-6 tahun). Metode penelitian yang digunakan adalah kuantitatif dengan pendekatan kuasi-eksperimen menggunakan desain One Group Pre-test-Post-test. Subjek penelitian terdiri dari 25 anak berusia 5-6 tahun di TK Insan Mulia, Jakarta Selatan. Instrumen yang digunakan adalah lembar observasi kemampuan berpikir komputasional yang mencakup aspek pengenalan pola, berpikir algoritmik, dekomposisi, dan abstraksi. Analisis data dilakukan menggunakan uji-t berpasangan (paired t-test). Hasil penelitian menunjukkan adanya peningkatan signifikan pada kemampuan berpikir komputasional anak setelah penerapan media tersebut (skor pre-test = 44,00; post-test = 78,80; p = 0,000). Seluruh aspek berpikir komputasional mengalami peningkatan dengan rata-rata capaian sebesar 79,09%. Penelitian ini menyimpulkan bahwa media pembelajaran coding berbasis aktivitas tanpa perangkat (unplugged) dengan strategi Berpikir Komputasional terbukti efektif dalam meningkatkan kemampuan berpikir komputasional anak usia dini dan dapat menjadi alternatif pembelajaran yang inovatif dalam pendidikan anak usia dini.]

Moral Internalization and Modeling in Addressing Children’s Conflicts: Evidence from Indonesian Early Childhood Teachers in the RPL Program Jumiatmoko
AlBanna: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Albanna: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/wa55bd03

Moral development in early childhood is closely related to children’s ability to regulate emotions, develop empathy, take responsibility, and maintain social relationships. In classroom practice, conflicts among children provide important opportunities for teachers to internalize moral values through their responses and interactions. This study aimed to describe the strategies of moral value internalization and teacher modeling used by experienced early childhood teachers enrolled in the Recognition of Prior Learning (RPL) program in addressing children’s conflicts. A descriptive qualitative design was employed. Data were collected from 46 RPL students at Universitas Sebelas Maret who were actively teaching in early childhood education settings and had teaching experience. Participants responded to an open-ended online questionnaire based on a moral conflict scenario, and the data were analyzed using thematic analysis. The findings revealed six themes: teacher emotional regulation, validation of children’s emotions, apology and acknowledgment of mistakes, responsibility and collaborative repair, social reconciliation, and integration of religious values and social norms. The overall pattern of responses reflected a relational and restorative orientation. The study highlights the importance of integrating teachers’ practical experience with academic foundations in moral and pedagogical development. [Perkembangan moral pada masa anak usia dini berkaitan erat dengan kemampuan anak dalam mengatur emosi, mengembangkan empati, bertanggung jawab, dan mempertahankan hubungan sosial. Dalam praktik pembelajaran di kelas, konflik antaranak dapat menjadi kesempatan penting bagi guru untuk menginternalisasikan nilai-nilai moral melalui respons dan interaksi yang diberikan. Penelitian ini bertujuan untuk mendeskripsikan strategi internalisasi nilai moral dan keteladanan guru yang diterapkan oleh guru pendidikan anak usia dini berpengalaman yang mengikuti program Recognition of Prior Learning (RPL) dalam menangani konflik antaranak. Penelitian ini menggunakan desain deskriptif kualitatif. Data dikumpulkan dari 46 mahasiswa RPL Universitas Sebelas Maret yang aktif mengajar pada satuan pendidikan anak usia dini dan memiliki pengalaman mengajar. Partisipan memberikan respons terhadap kuesioner daring terbuka berdasarkan skenario konflik moral, kemudian data dianalisis menggunakan analisis tematik. Hasil penelitian mengungkapkan enam tema, yaitu regulasi emosi guru, validasi emosi anak, permintaan maaf dan pengakuan kesalahan, tanggung jawab dan perbaikan secara kolaboratif, rekonsiliasi sosial, serta integrasi nilai-nilai agama dan norma sosial. Secara keseluruhan, pola respons guru menunjukkan orientasi yang bersifat relasional dan restoratif. Penelitian ini menegaskan pentingnya mengintegrasikan pengalaman praktis guru dengan landasan akademik dalam pengembangan moral dan pedagogis.]

Realizing “Structured Freedom”: A Case Study of Merdeka Curriculum Implementation in Pembina State Kindergartens in Yogyakarta Widiyawanti; Muhammad Zainal Abidin
AlBanna: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Albanna: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/qz6az256

This study aims to analyze how teachers at three TK Pembina in Yogyakarta interpret the principle of child independence (merdeka) within the Merdeka Curriculum and translate it into early childhood education (ECE) practices. Employing a qualitative approach with a multiple case study design, data were collected through in-depth interviews with six teachers and analyzed using the interactive model of Miles, Huberman, and Saldana. The findings indicate that teachers interpret child independence primarily as providing space for children to choose, explore, and develop activities based on their interests and abilities, rather than as boundless freedom. This principle is realized through offering activity choices, utilizing loose parts, adopting an invitation-based approach, and contextually adapting the curriculum. The study also reveals that child independence is consistently negotiated with the need for structure, scaffolding, and the attainment of developmental goals. Teachers implement a “structured freedom” strategy, where child agency is fostered within a pedagogically designed structure. Thus, the implementation of the Merdeka Curriculum in ECE is not merely a matter of mastering curriculum terminology, but rather the teacher's ability to act as a curriculum adaptor, transforming policy into practice that is responsive to individual children’s needs. [Penelitian ini bertujuan untuk menganalisis bagaimana guru pada tiga TK Pembina di Yogyakarta memaknai prinsip kemerdekaan anak (merdeka) dalam Kurikulum Merdeka dan menerjemahkannya ke dalam praktik pendidikan anak usia dini (PAUD). Dengan menggunakan pendekatan kualitatif dan desain studi kasus multipel, data dikumpulkan melalui wawancara mendalam dengan enam guru dan dianalisis menggunakan model analisis interaktif Miles, Huberman, dan Saldaña. Hasil penelitian menunjukkan bahwa guru memaknai kemerdekaan anak terutama sebagai pemberian ruang bagi anak untuk memilih, mengeksplorasi, dan mengembangkan aktivitas berdasarkan minat dan kemampuan mereka, bukan sebagai kebebasan tanpa batas. Prinsip tersebut diwujudkan melalui pemberian pilihan aktivitas, penggunaan loose parts, penerapan pendekatan berbasis invitasi, serta adaptasi kurikulum secara kontekstual. Penelitian ini juga menunjukkan bahwa kemerdekaan anak secara konsisten dinegosiasikan dengan kebutuhan akan struktur, scaffolding, dan pencapaian tujuan perkembangan. Guru menerapkan strategi “kebebasan terarah” (structured freedom), di mana agency anak dikembangkan dalam struktur yang dirancang secara pedagogis. Dengan demikian, implementasi Kurikulum Merdeka dalam PAUD bukan sekadar persoalan penguasaan terminologi kurikulum, melainkan kemampuan guru untuk berperan sebagai adaptator kurikulum yang mentransformasikan kebijakan ke dalam praktik yang responsif terhadap kebutuhan individual anak.]

Implementation of Islamic Values-Based Body Safety Education to Promote Awareness of Private Body Parts in Early Childhood Lindy Nelda Fitria Anindia Indriani; Utia Virli Susanti
AlBanna: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Albanna: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/7b2cvb40

Body safety education is important to introduce in early childhood as an effort to develop children’s understanding of private body parts, bodily boundaries, and self-protection from inappropriate touch. This study aims to describe the implementation of Islamic values-based body safety education in introducing private body parts in early childhood. The study employed a descriptive qualitative approach. Data were collected through observation, interviews, and monitoring of the educational activities. The activities were conducted interactively using picture-based media, animated videos, songs, question-and-answer sessions, and simple examples of situations related to body safety. Islamic values were integrated through the introduction of the concepts of awrah (covering the parts of the body that should be protected), self-respect, modesty (haya’), and the body as a trust (amanah). The findings indicate that the educational activities helped children recognize private body parts, understand appropriate and inappropriate touch boundaries, and identify actions they could take when encountering situations that made them feel uncomfortable. Children also demonstrated greater confidence in saying no and understood the importance of sharing their experiences with trusted adults. The use of engaging media and two-way communication facilitated children’s understanding of the materials in accordance with the characteristics of early childhood. [Edukasi body safety penting dikenalkan sejak usia dini sebagai upaya membangun pemahaman anak mengenai area privasi, batasan tubuh, dan perlindungan diri dari sentuhan yang tidak tepat. Penelitian ini bertujuan untuk mendeskripsikan implementasi edukasi body safety berbasis nilai-nilai Islam dalam mengenalkan area privasi pada anak usia dini. Penelitian menggunakan pendekatan kualitatif deskriptif. Data diperoleh melalui observasi, wawancara dan pengamatan selama pelaksanaan kegiatan edukasi. Kegiatan dilakukan secara interaktif melalui media gambar, video animasi, nyanyian, tanya jawab, serta pemberian contoh situasi sederhana yang berkaitan dengan keamanan tubuh. Nilai-nilai Islam diintegrasikan melalui pengenalan konsep menjaga aurat, kehormatan diri, rasa malu (haya’), dan tubuh sebagai amanah. Hasil penelitian menunjukkan bahwa kegiatan edukasi membantu anak mengenali bagian tubuh yang bersifat pribadi, memahami batasan sentuhan, serta mengetahui tindakan yang dapat dilakukan ketika menghadapi situasi yang membuat tidak nyaman. Anak juga menunjukkan keberanian untuk mengatakan tidak dan memahami pentingnya menyampaikan pengalaman kepada orang dewasa yang dipercaya. Penggunaan media yang menarik dan komunikasi dua arah membuat materi lebih mudah dipahami sesuai karakteristik anak usia dini.]

Assessing School Readiness in Early Childhood: A Multidimensional Framework for Elementary School Age-Exemption Decisions Agus Handini; Firdaus Achmad
AlBanna: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Albanna: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/v3185521

The exception of the age limit for elementary school entry requires a basis for decisions that are able to distinguish chronological age from child developmental readiness, while regulations have not operationalized in detail the psychological readiness construct, assessment standards, and professional authority. This study aims to analyze the constructs of psychological readiness, relevant assessment approaches, and the implications of psychologists' authority in recommending age exemptions. The research uses a qualitative literature review with a conceptual-juridical approach. The data is sourced from scientific articles, regulations, professional organization documents, and academic books that are thematically analyzed through three themes: psychological readiness constructs, assessment capacity and limitations, and psychologist authority. The results of the synthesis show that psychic readiness is a multidimensional profile that includes cognitive-language, social-emotional, self-regulation and executive function, motor, independence, and approaches to learning. Assessments need to be multi-methodical, multi-informant, and contextual, with psychologists integrating and interpreting evidence professionally. The research produces a conceptual framework that places decision validity on construct suitability, assessment quality, professional competence, evidence integration, and procedural accountability. Practically, operational guidelines regarding psychological readiness, clarity on the division of roles between psychologists and educators, as well as referral mechanisms and transitional support are needed so that age exclusion does not stop at administrative decisions, but remains oriented to the best interests and readiness of child development. [Pengecualian batas usia masuk sekolah dasar (SD) memerlukan dasar keputusan yang mampu membedakan usia kronologis dari kesiapan perkembangan anak, sementara regulasi belum mengoperasionalkan secara rinci konstruk kesiapan psikis, standar asesmen, dan kewenangan profesional. Penelitian ini bertujuan menganalisis konstruk kesiapan psikis, pendekatan asesmen yang relevan, serta implikasi kewenangan psikolog dalam rekomendasi pengecualian usia. Penelitian menggunakan kajian literatur kualitatif dengan pendekatan konseptual-yuridis. Data bersumber dari artikel ilmiah, regulasi, dokumen organisasi profesi, dan buku akademik yang dianalisis secara tematik melalui tiga tema: konstruk kesiapan psikis, kapasitas dan keterbatasan asesmen, serta kewenangan psikolog. Hasil sintesis menunjukkan bahwa kesiapan psikis merupakan profil multidimensional yang mencakup kognitif-bahasa, sosial-emosional, regulasi diri dan fungsi eksekutif, motorik, kemandirian, serta pendekatan terhadap pembelajaran. Asesmen perlu bersifat multi-metode, multi-informan, dan kontekstual, dengan psikolog mengintegrasikan serta menafsirkan bukti secara profesional. Penelitian menghasilkan kerangka konseptual yang menempatkan validitas keputusan pada kesesuaian konstruk, kualitas asesmen, kompetensi profesional, integrasi bukti, dan akuntabilitas prosedural. Secara praktis, diperlukan pedoman operasional mengenai kesiapan psikis, kejelasan pembagian peran antara psikolog dan pendidik, serta mekanisme rujukan dan dukungan transisi agar pengecualian usia tidak berhenti pada keputusan administratif, tetapi tetap berorientasi pada kepentingan terbaik dan kesiapan perkembangan anak.]

Beyond Flat Screens: The Impact of Augmented Reality-Based Learning Media on Geometric Abilities in Children Aged 4-5 Years Hasniati Hasniati; Nurlaila Nurlaila; Izza Fitri
AlBanna: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Albanna: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/x1yx0v05

This study aimed to analyze the effect of Augmented Reality (AR)-based learning media on the geometric abilities of children aged 4–5 years at RA Nurul Ula Burai. Geometric ability is an important aspect of children’s cognitive development, encompassing the ability to recognize geometric shapes and understand spatial concepts. This study employed a quantitative approach with an experimental method and a One-Group Pretest–Posttest Design. The participants consisted of 30 children aged 4–5 years selected through total sampling. Data were collected through observation using a geometric ability observation instrument and analyzed using descriptive and inferential statistics, including a paired-samples t-test. The results showed an improvement in children’s geometric abilities following the intervention using AR-basedlearning media. The mean score increased from 49.73 at pretest to 77.37 at posttest, representing an increase of 27.64 points. The paired-samples t-test also indicated a statistically significant difference between the pretest and posttest scores (p < .001). The improvement was particularly evident in children’s ability to recognize geometric shapes and understand spatial concepts. These findings suggest that AR-based learning media can provide a positive and statistically significant contribution to the development of geometric abilities among children aged 4–5 years. AR-based learning may therefore serve as an innovative learning medium for providing more visual, concrete, and interactive geometry learning experiences in early childhood education. [Penelitian ini bertujuan untuk menganalisis pengaruh media pembelajaran berbasis Augmented Reality (AR) terhadap kemampuan geometri anak usia 4–5 tahun di RA Nurul Ula Burai. Kemampuan geometri merupakan salah satu aspek penting dalam perkembangan kognitif anak yang mencakup kemampuan mengenali bentuk geometri dan memahami konsep ruang. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen dan desain One-Group Pretest–Posttest Design. Subjek penelitian terdiri atas 30 anak usia 4–5 tahun yang dipilih menggunakan teknik total sampling. Data dikumpulkan melalui observasi menggunakan instrumen kemampuan geometri anak dan dianalisis menggunakan statistik deskriptif dan inferensial melalui paired-samples t-test. Hasil penelitian menunjukkan adanya peningkatan kemampuan geometri anak setelah diberikan perlakuan menggunakan media pembelajaran berbasis AR. Nilai rata-rata meningkat dari 49,73 pada pretest menjadi 77,37 pada posttest, atau mengalami peningkatan sebesar 27,64 poin. Hasil paired-samples t-test juga menunjukkan adanya perbedaan yang signifikan secara statistik antara skor pretest dan posttest (p < .001). Peningkatan terutama terlihat pada kemampuan anak dalam mengenali bentuk geometri dan memahami konsep ruang. Temuan ini menunjukkan bahwa media pembelajaran berbasis AR dapat memberikan kontribusi positif dan signifikan terhadap perkembangan kemampuan geometri anak usia 4–5 tahun. Dengan demikian, pembelajaran berbasis AR dapat menjadi salah satu media pembelajaran inovatif yang memberikan pengalaman belajar geometri yang lebih visual, konkret, dan interaktif dalam pendidikan anak usia dini.]

Cultivating Environmental Care among Children Aged 5-6 Years: The Role of Habituation and Role Modeling in Early Childhood Education Finkan Novella; Lidia Oktamarina; Aida Imtihana
AlBanna: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Albanna: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/y6s9km21

This study aimed to analyze environmental care among children aged 5–6 years at RA Plus Fatahul Wardah Palembang. The study was motivated by the importance of fostering environmental awareness from an early age through consistent habituation and role modeling in children’s daily lives. A qualitative approach with a case study design was employed. The participants were children aged 5–6 years, while the principal and classroom teachers served as key informants. Data were collected through observations, interviews, and documentation and were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicated that environmental care was reflected in children’s everyday behaviors, including disposing of waste properly, maintaining classroom cleanliness, organizing play equipment after use, conserving water, and caring for plants in the school environment. The findings also demonstrated that teachers played an important role in fostering children’s environmental care through consistent habituation, role modeling, the integration of environmental care values into learning activities, and positive reinforcement. Repeated environmental practices provided children with direct experiences that supported their understanding and application of responsible behaviors toward their surroundings. Thus, the continuous development of environmental care through habituation and role modeling can support the development of caring, responsible, and environmentally aware behaviors in early childhood. [Penelitian ini bertujuan untuk menganalisis karakter peduli lingkungan pada anak usia 5–6 tahun di RA Plus Fatahul Wardah Palembang. Penelitian ini dilatarbelakangi oleh pentingnya pengembangan kepedulian terhadap lingkungan sejak usia dini melalui pembiasaan dan keteladanan yang dilakukan secara konsisten dalam kehidupan sehari-hari. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Partisipan penelitian adalah anak usia 5–6 tahun, sedangkan kepala sekolah dan guru kelas berperan sebagai informan kunci. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa karakter peduli lingkungan pada anak tercermin dalam berbagai perilaku sehari-hari, antara lain membuang sampah pada tempatnya, menjaga kebersihan kelas, merapikan alat bermain setelah digunakan, menghemat penggunaan air, dan merawat tanaman di lingkungan sekolah. Temuan penelitian juga menunjukkan bahwa guru berperan penting dalam membentuk kepedulian lingkungan anak melalui pembiasaan yang konsisten, keteladanan, integrasi nilai-nilai kepedulian lingkungan dalam kegiatan pembelajaran, dan pemberian penguatan positif. Praktik yang dilakukan secara berulang memberikan pengalaman langsung kepada anak dalam memahami dan menerapkan perilaku bertanggung jawab terhadap lingkungan. Dengan demikian, pengembangan karakter peduli lingkungan melalui pembiasaan dan keteladanan yang dilakukan secara berkelanjutan dapat mendukung terbentuknya perilaku peduli, bertanggung jawab, dan sadar lingkungan pada anak usia dini.]

Art-Based Digital Storytelling as a Strategy for Developing Imagination and Early Childhood Communication Skills Khairunnisa Ulfadhilah; Idah Maulidah; Hance Ayu Ningrum
AlBanna: Jurnal Pendidikan Islam Anak Usia Dini Vol. 5 No. 2 (2025): Albanna: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/7rfpn176

Kurikulum pendidikan anak usia dini menempatkan kemampuan menyusun dan menceritakan kembali cerita sebagai salah satu capaian perkembangan yang penting. Namun, dalam praktiknya, banyak lembaga masih memosisikan anak sebagai penonton tayangan digital dan pelaksana pola karya seni yang telah dibuat oleh guru, sehingga ruang bagi imajinasi dan kemampuan berbicara anak menjadi terbatas. Penelitian ini bertujuan untuk mendeskripsikan penerapan digital storytelling berbasis seni, menganalisis perubahan kualitas imajinasi dan kemampuan komunikasi anak yang menyertainya, serta merumuskan kondisi pedagogis yang memungkinkan strategi tersebut dapat berjalan secara efektif. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus instrumental tunggal di RA Mubarokah. Penelitian melibatkan 18 anak Kelompok B berusia 5–6 tahun, lima pendidik, dan 18 orang tua. Data dikumpulkan melalui observasi partisipatif terhadap enam siklus pembelajaran, wawancara semiterstruktur, dokumentasi karya seni dan berkas cerita digital, serta kuesioner pendukung. Analisis data dilakukan melalui analisis tematik reflektif enam fase, sedangkan keabsahan data diperiksa melalui triangulasi, member check, dan audit trail. Hasil penelitian menunjukkan bahwa penempatan karya seni anak sebagai satu-satunya sumber visual dalam cerita digital menggeser posisi anak dari penerima menjadi pencipta cerita. Kelengkapan struktur narasi meningkat dari dua anak menjadi tiga belas anak, rata-rata durasi berbicara meningkat dari 24 detik menjadi 68 detik, dan kekayaan kosakata unik meningkat dari 21 menjadi 47 kata per anak. Empat tema kualitatif menjelaskan mekanisme perubahan tersebut, yaitu kepemilikan terhadap artefak visual, pergeseran peran anak menjadi pencipta cerita, fungsi rekaman suara sebagai cermin diri, dan reposisi guru sebagai fasilitator. Kontribusi penelitian ini terletak pada perumusan model siklus lima tahap yang mengintegrasikan produksi karya seni anak ke dalam alur produksi digital storytelling, serta pada penjelasan mengenai proses yang mendasari perubahan tersebut, bukan hanya hasil akhirnya. Pendekatan yang menjelaskan mekanisme proses tersebut masih relatif jarang ditemukan dalam penelitian mengenai digital storytelling pada jenjang pendidikan prasekolah. The early childhood education curriculum positions the ability to construct and retell stories as an important developmental achievement. However, in practice, many institutions still position children as viewers of digital content and as executors of art patterns created by teachers, thereby limiting opportunities for children to develop their imagination and oral communication skills. This study aims to describe the implementation of art-based digital storytelling, analyze changes in the quality of children's imagination and accompanying communication skills, and formulate the pedagogical conditions that enable this strategy to work effectively. This study employed a qualitative approach with a single instrumental case study design at RA Mubarokah. The participants comprised 18 Group B children aged 5–6 years, five educators, and 18 parents. Data were collected through participatory observations conducted across six learning cycles, semi-structured interviews, documentation of children's artwork and digital story files, and supporting questionnaires. Data were analyzed using a six-phase reflexive thematic analysis, while data trustworthiness was established through triangulation, member checking, and an audit trail. The findings indicate that positioning children's artwork as the sole visual source for digital stories shifts children from the role of recipients to that of story creators. The completeness of narrative structures increased from two children to thirteen, the average duration of children's speech increased from 24 to 68 seconds, and the richness of unique vocabulary increased from 21 to 47 words per child. Four qualitative themes explain the mechanisms underlying these changes: ownership of visual artifacts, the shift in children's roles toward authorship, the function of voice recordings as self-reflective mirrors, and the repositioning of teachers as facilitators. The contribution of this study lies in the formulation of a five-stage cycle model that integrates children's art production into the digital storytelling production process, as well as in explaining the mechanisms underlying these changes rather than focusing solely on the outcomes. Such process-oriented explanations remain relatively underexplored in research on digital storytelling at the preschool level.

Supporting Reading Skills of Children with Speech Impairments in Early Childhood Education: A Qualitative Study of an Individualized Intervention Program Pupu Chotimah; Mardeli; Muhtarom
AlBanna: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Albanna: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Institut Agama Islam Negeri Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/ahs0st82

Reading ability is an important aspect of language development for children with speech impairments and requires learning activities that are adapted to the characteristics and needs of each student. This study aims to describe the implementation of an intervention program to support the development of reading skills among children with speech impairments and to identify the supporting and inhibiting factors in its implementation at UPT TK SLB Negeri Pagar Alam. This study employed a descriptive qualitative approach and was conducted in July 2026. Data were collected through observation, interviews, and documentation involving the head of the institution, teachers, and parents as informants. Data were analyzed through data condensation, data display, and conclusion drawing and verification. The results showed that the intervention program was implemented through initial assessment, planning, implementation, and evaluation, with activities adjusted to each student's abilities. The learning activities utilized visual media, individual assistance, repetition, educational games, and gradual scaffolding. During the program, developments were observed in letter recognition, reading simple syllables and words, as well as students' participation, interest, and confidence. Supporting factors included visual learning media and support from teachers and parents, while the main obstacle was differences in the abilities of each student. [Kemampuan membaca merupakan aspek penting dalam perkembangan bahasa anak tunawicara dan memerlukan kegiatan pembelajaran yang disesuaikan dengan karakteristik dan kebutuhan setiap peserta didik. Penelitian ini bertujuan untuk mendeskripsikan implementasi program intervensi dalam mendukung perkembangan keterampilan membaca anak tunawicara serta mengidentifikasi faktor pendukung dan penghambat pelaksanaannya di UPT TK SLB Negeri Pagar Alam. Penelitian ini menggunakan pendekatan kualitatif deskriptif dan dilaksanakan pada Juli 2026. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi yang melibatkan kepala lembaga, guru, dan orang tua sebagai informan. Data dianalisis melalui kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa program intervensi dilaksanakan melalui asesmen awal, perencanaan, pelaksanaan, dan evaluasi, dengan kegiatan yang disesuaikan dengan kemampuan setiap peserta didik. Kegiatan pembelajaran memanfaatkan media visual, pendampingan individual, pengulangan, permainan edukatif, dan scaffolding secara bertahap. Selama program berlangsung, terlihat perkembangan dalam pengenalan huruf, pembacaan suku kata dan kata sederhana, serta keaktifan, minat, dan kepercayaan diri peserta didik. Faktor pendukung meliputi media pembelajaran visual serta dukungan guru dan orang tua, sedangkan hambatan utamanya adalah perbedaan kemampuan setiap peserta didik.]

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Nur Hamzah

Contact Email
jurnalalbanna@gmail.com

Phone
+6281346478898

Journal Mail Official
jurnalalbanna@gmail.com

Editorial Address
Jl. Letjend. Soeprapto No.19, Pontianak-Kalimantan Barat, Indonesia

Location
Kota pontianak,

Kalimantan barat

INDONESIA

Abstract

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Abstract

Abstract

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Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Nur Hamzah

Contact Email jurnalalbanna@gmail.com

Phone +6281346478898

Journal Mail Official jurnalalbanna@gmail.com

Editorial Address Jl. Letjend. Soeprapto No.19, Pontianak-Kalimantan Barat, Indonesia

Location Kota pontianak, Kalimantan barat INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Nur Hamzah

Contact Email
jurnalalbanna@gmail.com

Phone
+6281346478898

Journal Mail Official
jurnalalbanna@gmail.com

Editorial Address
Jl. Letjend. Soeprapto No.19, Pontianak-Kalimantan Barat, Indonesia

Location
Kota pontianak,

Kalimantan barat

INDONESIA