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Ucik Hidayah Binsa
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Early Stage
Published by Institut Agama Islam Ngawi
ISSN : -     EISSN : 29869560     DOI : 10.56997/earlystage.v1i1.705
Core Subject : Education,
Education
Early Stage: Early Childhood Journal is a scientific journal published by the Early Childhood Islamic Education Study Program, Early Stage is a journal published twice a year or twice a year, in January and July. Published by the Ngawi Islamic Institute. The Early Stage journal aims to share scientific studies conducted by scientists and academics from IAI Ngawi and other institutions. This journal focuses on the problems of early childhood learning in schools and Islamic boarding schools in Southeast Asia. We invite scholars, researchers and professionals in the field of Education to invest your knowledge in the form of research or in-depth study.
Arjuna Subject : Umum - Umum
Articles 39 Documents
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Pengembangan Alat Permainan Edukatif Miniatur Masjid Penyengat dalam Pemahaman Moral dan Agama Anak Usia Dini ZULFADHLY MUKHTAR; ISSAURA DWI SELVI; Khusnul Khatimah; Amelia Dwiyanti; Syalihin Syalihin
Early Stage Vol. 4 No. 1 (2026): Volume 4 Nomor 1 Januari 2026 : Jurnal Early Stage
Publisher : Institut Agama Islam Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56997/earlystage.v4i1.2829

Abstract

This study aims to develop and examine the effectiveness of the Miniature Penyengat Mosque Educational Play Tool (APE) as a learning medium to enhance early childhood understanding of religious and moral values in the Riau Islands. The study is motivated by the limited availability of concrete, engaging, and culturally contextual religious learning media, as well as the need to strengthen moral and religious values from an early age in the context of globalization. The research employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The participants consisted of 30 children aged 4–6 years from three early childhood education (PAUD) institutions, involving teachers and material and media experts as validators. The findings indicate that the Miniature Penyengat Mosque APE demonstrates very high validity, strong practicality, and significant effectiveness in improving children’s religious and moral behaviors, such as worship etiquette, discipline, cooperation, cleanliness, and politeness. Guided play–based learning using this APE provides concrete, enjoyable, and meaningful learning experiences while integrating religious values with Malay–Islamic cultural identity. Therefore, the Miniature Penyengat Mosque APE is recommended as an innovative learning medium aligned with the Merdeka Curriculum for Early Childhood Education and has strong potential for broader implementation based on local wisdom.
Peran Metode Montessori dalam Mengembangkan Kemandirian Anak Usia Dini: Studi Literatur Viny Anggradini Puspitaloka; Siti Nur Azizah; Ariq Nurjannah Irbah
Early Stage Vol. 4 No. 1 (2026): Volume 4 Nomor 1 Januari 2026 : Jurnal Early Stage
Publisher : Institut Agama Islam Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56997/earlystage.v4i1.2838

Abstract

Independence in early childhood is a critical aspect of social-emotional development and decision-making, yet systematic evidence regarding the influence of the Montessori method on child independence across different contexts remains limited. This study aims to synthesize the impact of Montessori through a literature review of national and international research. The analyzed literature includes journal articles from the last five years and relevant books from the last ten years, focusing on guided freedom, practical life activities, and the teacher’s role as a facilitator. The synthesis reveals that the Montessori method consistently supports self-regulation, decision-making, and personal responsibility in children, both locally and internationally. Teachers play a crucial role in providing proportional guidance, allowing children to learn independently while staying on track. The study also identifies gaps in the literature, including the lack of systematic comparative studies between national and international findings and limited integration of empirical results with the theoretical Montessori framework. Consequently, this synthesis strengthens the theoretical concept of auto-education and provides practical guidance for early childhood educators in designing learning environments that foster sustainable child independence.
Efek Musik dan Stimulasi Auditori Pranatal pada Kemampuan Bahasa Anak Usia Dini Khusnul Khotimah
Early Stage Vol. 4 No. 1 (2026): Volume 4 Nomor 1 Januari 2026 : Jurnal Early Stage
Publisher : Institut Agama Islam Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56997/earlystage.v4i1.2842

Abstract

Language development in early childhood is crucial for communication, cognition, and social interaction. However, not all children experience optimal language growth, often due to a lack of stimulation during the prenatal period. Research has shown that language ability is not only formed after birth but can also be stimulated prenatally through specific auditory inputs. In Indonesia, there is a long-standing tradition of playing classical music, Qur’anic recitations (murottal), and maternal voices to the fetus to stimulate sensory and cognitive development. Despite this, public understanding of prenatal auditory stimulation remains limited. This study aims to raise awareness among parents and communities about the importance of auditory stimulation during pregnancy in supporting children’s language development. The method used is a literature review with a descriptive-analytic qualitative approach, analyzing various scientific sources from the past ten years. The focus is on five forms of prenatal auditory stimulation: classical music, murottal, traditional music, maternal voice, and active parental involvement. Findings indicate that such stimulation significantly affects the readiness of the auditory system and language centers in the brain. Classical music stimulates cognitive areas, murottal provides rhythmic phonetic and spiritual patterns, and the mother’s voice strengthens emotional bonds and activates language areas. These elements work synergistically to build the neurological foundation for more rapid and natural language development. In conclusion, prenatal auditory stimulation is not only a cultural tradition but also a scientifically supported method that should be consciously and systematically implemented, rooted in cultural and spiritual values from the earliest stages of life.
Analisis Pembelajaran Sentra Balok Dalam Mengembangkan Fisik Motorik Anak Di TK Aisyiyah Bustanul Athfal 6 Ersa Wahyuni; Yuniarti Yuniarti; Diana Diana
Early Stage Vol. 4 No. 1 (2026): Volume 4 Nomor 1 Januari 2026 : Jurnal Early Stage
Publisher : Institut Agama Islam Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56997/earlystage.v4i1.2852

Abstract

Motor development in early childhood is a crucial aspect that needs to be optimized through appropriate learning models. This research aims to describe the implementation of the block center (sentra balok) learning model in enhancing children's motor development at TK Aisyiyah Bustanul Athfal 6. The research design used is descriptive qualitative. Data collection techniques included direct observation, interviews with the principal and teachers, and documentation studies. The findings show that the implementation of the block center learning model is well-organized through three main stages: planning (Prosem, RPPM, RPPH, implementation covering four play pillars (environment, before, during, and after play), and evaluation. Supporting factors include adequate block media and spacious classrooms, while inhibiting factors include limited play time and a lack of play accessories. Overall, this model is effective in increasing children's focus and thinking skills.
PENGGUNAAN MEDIA SMART TV DALAM MENINGKATKAN KONSENTRASI BELAJAR ANAK USIA DINI Ocha Nabila Margareta; Imel Ariani; Zahrotul Lathifah; Eka Putri Parastika Sari; Ria Seftia Purnama; Aniawati Aniawati
Early Stage Vol. 4 No. 2 (2026): Volume 4 Nomor 2 Juli 2026 : Jurnal Early Stage
Publisher : Institut Agama Islam Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56997/earlystage.v4i2.3074

Abstract

This research was conducted to examine the extent to which the use of smart TV media could enhance the learning concentration of early childhood students at RA Bahrul Ulum Rebang Tangkas. Through the application of learning technology, it was expected that a more engaging learning atmosphere could be created, allowing children to become more focused while participating in learning activities. The method applied in this study was Classroom Action Research (CAR) with a descriptive qualitative approach, involving 15 children from Group B as the research subjects. Data were collected through observation, interviews, and documentation carried out throughout the learning process. In its implementation, smart TV media was used as a learning tool that displayed various educational videos, learning songs, and interactive images adapted to the theme of the ongoing activities. The use of this media assisted teachers in delivering instructional content in a more varied manner, while also capturing children's attention during learning activities. Based on the findings, there was an improvement in children's learning concentration following the implementation of smart TV media in the learning process. Children appeared more focused when paying attention to the teacher's explanations, more enthusiastic in participating in activities, and more active in responding to questions. In addition, the learning atmosphere became more enjoyable, reducing the likelihood of children feeling bored. Therefore, smart TV media can be considered an effective alternative learning medium to support the learning process of early childhood students.
Brain Gym: Sebagai Metode Meningkatkan Konsentrasi Belajar Anak Usia 4-5 Tahun Mega Wahyuningsih; Iys Nur Handayani
Early Stage Vol. 4 No. 2 (2026): Volume 4 Nomor 2 Juli 2026 : Jurnal Early Stage
Publisher : Institut Agama Islam Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56997/earlystage.v4i2.3154

Abstract

Penelitian ini bertujuan meningkatkan konsentrasi belajar anak melalui motode Brain Gym pada anak usia 4-5 tahun di Pos PAUD Sekar Melati Klapasawit. Jenis penelitian ini Adalah penelitian Tindakan Kelas (PTK) yang menggunakan metode Kemmis dan McTaggart dan dilakukan dalam dua siklus. Subjek Penelitian ini sebanyak 20 anak yang terdiri dari 11 anak laki-laki dan 9 anak Perempuan. Objek penelitian ini Adalah peningkatan konsentrasi anak melalui metode Brain Gym. Teknik pengumpulan data yang digunakan Adalah observasi (lembar Observasi), dan dokumentasi (catatan-catatan selama proses kegiatan berlangsung,gambar atau foto dan RPP). Kriteria keberhasilan dalam penelitian ini apabila peningkatan konsentrasi anak telah mencapai 80% dengan kriteria sangat baik. Hasil penelitian menunjukkan adanya peningkatan konsentrasi anak melalui metode Brain Gym di Pos PAUD Sekar Melati Desa Klapasawit. Hasil penelitian menunjukkan bahwa persentase konsentrasi belajar anak meningkat dari 20% pada pra-siklus menjadi 55% pada siklus I, dan mencapai 90% pada siklus II. Hasil tersebut menunjukkan bahwa indikator keberhasilan telah tercapai dengan kriteria sangat baik. Langkah-langkah penerapan metode Brain Gym untuk meningkatkan konsentrasi belajar anak meliputi: (1) peneliti memperagakan gerakan Brain Gym; (2) peneliti membagi anak ke dalam kelompok yang terdiri atas 4–5 anak; (3) anak mengulangi gerakan yang telah dicontohkan oleh peneliti; dan (4) peneliti memberikan motivasi serta penghargaan (reward) berupa buku.
Model Praktik Pendidikan Anti Perundungan di Lembaga PAUD: Implementasi pada TK Cut Meutia dan TK ABA Batoh Banda Aceh Fitrah Nabila Dista; Qonita Luthfiah; Aulia Wahyunisa; Ova Lativa; Irma Surianti; Ratna Fitri
Early Stage Vol. 4 No. 2 (2026): Volume 4 Nomor 2 Juli 2026 : Jurnal Early Stage
Publisher : Institut Agama Islam Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56997/earlystage.v4i2.3160

Abstract

Bullying in early childhood constitutes a serious threat to children’s socio-emotional development and to the creation of a safe learning environment. However, anti-bullying education practices in Indonesian early childhood education institutions remain largely partial and have yet to adopt an integrated practice model that has been empirically tested in the field. This study developed and implemented the Anti-Bullying Education Practice Model (MPPAP) using an Educational Design Research (EDR) approach through four stages: preliminary study, model design and expert validation, field implementation, and reflection and refinement. The implementation was conducted over one month in 12 sessions, involving 6 teachers and 40 children in Group B aged 5–6 years from TK Cut Meutia and TK Aisyiyah Bustanul Athfal (ABA) Batoh Banda Aceh. Data were collected through observation, semi-structured interviews, documentation, and reflective notes, and were analyzed using Miles and Huberman’s interactive model. Data trustworthiness was ensured through source and technique triangulation. The model was validated through expert judgment by an early childhood education expert and was declared feasible for implementation with minor revisions before being applied in the field. The findings indicate that MPPAP consists of five integrated components: strengthening anti-bullying awareness, social-emotional learning, participatory learning, partnership-based prevention, and restorative response. The implementation of the model improved children’s ability to recognize emotions, demonstrate prosocial behavior, and resolve conflicts peacefully; reduced behaviors such as mocking and excluding peers; strengthened teachers’ sensitivity; increased parental involvement; and fostered a safer and more inclusive learning environment. Compared with social-emotional learning programs, parenting interventions, or partial anti-bullying strategies,MPPAP offers an integrated framework that has been directly tested in the field, thereby providing both theoretical and practical contributions to anti-bullying education in early childhood education settings
Analisa Pembelajaran Responsif Disleksia Film "Taare Zameen Par" dan Relevansinya dengan PAUD Sania Fildza Fatin Najah Sania; Fitrotul Hikmah Fitroh
Early Stage Vol. 4 No. 2 (2026): Volume 4 Nomor 2 Juli 2026 : Jurnal Early Stage
Publisher : Institut Agama Islam Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56997/earlystage.v4i2.3176

Abstract

This study aims to analyze dyslexia-responsive learning strategies in the film Taare Zameen Parand their relevance to Early Childhood Education (ECE). The method employed is qualitativewith a content analysis approach. Data comprising dialogue fragments, gestures, andpedagogical actions were collected through structured audiovisual observation techniques andsubsequently analyzed using an interactive model. The results indicate that the character Ishaanrepresents the characteristics of developmental dyslexia, specifically visual-orthographiccognitive impairments, where a lack of environmental literacy triggers stigmatization andnegative psychosocial impacts. To address these challenges, the responsive learning strategiesinitiated by Teacher Nikumbh implement an individualized approach, emotional support,parental collaboration, and a multisensory method using concrete media. This interventionstrategy holds strong methodological relevance to ECE principles that emphasize child-centeredlearning and learning through play during the golden age phase. From the perspective of Islamiceducation, this responsive approach serves as a tangible implementation for guiding andoptimizing children's unique innate potential (fitrah) from an early age without negativelabeling
Pengembangan Kecerdasan Ekologis Berbasis Experiential Learning Bagi Anak Usia Dini dan Usia Sekolah Dasar Awal Yurita Erviana Yurii; Roni Muslikah; Lita Lita; Septi Nurhayati; Salis Wahyu Hidayati
Early Stage Vol. 4 No. 2 (2026): Volume 4 Nomor 2 Juli 2026 : Jurnal Early Stage
Publisher : Institut Agama Islam Ngawi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research is based on field findings related to the social reality of communities on the verge of anxiety, excessive exploitation of nature, and low awareness of maintaining ecosystem balance, resulting in various disasters in various regions. On the other hand, the development of ecological intelligence in early childhood is only a formality and has not been fully maximized. In relation to this situation, this study aims to develop ecological intelligence through experiential learning as a preventive effort to build awareness of the importance of maintaining ecosystem balance and environmental concern. This type of research is qualitative with an observational approach. This approach was chosen to understand in depth the process of developing ecological intelligence in students through the application of experiential learning-based learning based on direct observation of behavior, attitudes, and interactions in natural learning. Data collection was conducted through participant observation, interviews, and supporting documentation. Data analysis was carried out descriptively and qualitatively through classification of observation data, data reduction, data presentation and drawing conclusions using the Miles and Huberman model. Data validity was carried out through time triangulation, namely through repeated observations, technical triangulation through observation and documentation, observation persistence, and audit trails through observation data records

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