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Fitri Meliani
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Hadlonah : Jurnal Pendidikan dan Pengasuhan Anak
Published by Universitas Islam Bunga Bangsa Cirebon
ISSN : -     EISSN : 27466779     DOI : 10.47453
Core Subject : Education,
Education
Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak is peer-reviewer journal tha focuses on the issue of Islamic Early Childhood Education. Investigated the dynamics of learning of children at the Early Childhood Education (TK, RA, KB, SPS). Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak is a periodically scientific journal published by the department of Islamic Education for Early Childhood the Faculty of Tarbiyah Institut Agama Islam (IAI) Bunga Bangsa Cirebon. Publishing two times a year, every February and August and already have a registration.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 141 Documents
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Stimulation of Expressive Language Development in Early Childhood through The Storytelling Method at Al Irsyad Kindergarten Lemahabang Siti Halimatussya'diyah, Iis; Meliani, Fitri; Suzana, Suzana
Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak Vol. 6 No. 2 (2025): Hadlonah : Jurnal Pendidikan dan Pengasuhan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Tarbiyah UI BBC

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

Abstract

This research is motivated by the lack of expressive language skills of children in Group B of Al Irsyad Al Islamiyyah Lemahabang Kindergarten. From the initial observations, many children have difficulty expressing their feelings and thoughts. This indicates the need for a fun learning method. The purpose of this study is to improve children's expressive language skills through the storytelling method. By using illustrated storybooks delivered in an interesting way, children are expected to be able to convey their thoughts and feelings. This study uses the Classroom Action Research (CAR) method of the Kemmis and McTaggart model which is carried out in two cycles. Each cycle consists of planning, action, observation, and reflection stages. Data were collected through observations of children's activities during the learning process. The results of the study showed a significant increase in expressive language skills. In the pre-cycle, the score was 44.44%. The conclusion of this study is that the storytelling method is effective in stimulating the development of expressive language in early childhood. The increase occurs gradually from the pre-cycle to the second cycle.
Dinamika Pengasuhan Anak Usia Dini oleh Orang Tua Generasi Z dalam Menghadapi Tantangan di Era Digitalisasi Zazkia Anzalna Lasifa; Wanodya Kusumastuti; Itsna Iftayani
Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak Vol. 7 No. 1 (2026): Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Tarbiyah UI BBC

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/hadlonah.v7i1.3927

Abstract

This study aims to deeply understand the dynamics of early childhood parenting by Generation Z parents in the digital era. This study uses a qualitative phenomenological approach, data were collected through semi-structured interviews with parents born between 1997 and 2012. The results of this study indicate that Generation Z parents have good digital awareness, where technology is not only seen as a means of entertainment for children, but can also be used as a source of parenting literacy through critical selection. The main findings in this study reveal five adaptive strategies that can be applied, namely: setting limits on digital media use, accompanying and monitoring children when using digital media, active communication between parents to educate children about digital media, parents as role models in behavior using digital media, and providing emotional support and support in the good use of digital media. Although the technology-intensive social environment is a major challenge, Generation Z parents tend to adopt an open and responsive parenting style to balance children's developmental needs with the progress of the times and the values ​​​​that exist in the surrounding environment. This study emphasizes that the success of digital parenting in Generation Z depends on the ability of parents to integrate technological literacy with emotional attachment.
Developing Early Childhood Skills Through Project-Based Learning: A Study on the Implementation of the Merdeka Curriculum in Semarang, 2026 Mursid Mursid; Husnul Hafidhoh; Muhamad Ansori; Mubarok Fatahillah
Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak Vol. 7 No. 1 (2026): Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Tarbiyah UI BBC

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/hadlonah.v7i1.4029

Abstract

This study is intended to assess the preparedness of PIAUD teachers in Semarang to implement the Merdeka Curriculum and embrace project-based learning (PBL) in early childhood education. The primary objective is to evaluate teachers' readiness to adopt the new curriculum, identify existing challenges, and examine the influence of PBL on student engagement and critical thinking. The research follows a qualitative descriptive approach, gathering data through semi-structured interviews, classroom observations, and document analysis involving 15 PIAUD teachers across five schools. Findings indicate that most teachers are moderately prepared to embrace the new curriculum, hampered by obstacles such as inadequate training, resource shortages, and resistance hindering effective PBL implementation. Despite these obstacles, teachers who effectively implemented PBL demonstrated increased student engagement and motivation. The study suggests targeted professional development and improved resource allocation are essential for the successful implementation of the Merdeka Curriculum and PBL. The study offers valuable insights for policymakers and educational administrators to support teachers in integrating innovative student-centered teaching practices into their instruction.
Natural Environment Based Science Learning to Improve Critical Thinking and Creativity Skills in Early Childhood Roostin, Erna; Ajeng Sri Hikmayani
Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak Vol. 7 No. 1 (2026): Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Tarbiyah UI BBC

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/hadlonah.v7i1.4040

Abstract

Science learning in early childhood education is still predominantly instructional and teacher-centered, resulting in limited meaningful learning experiences for children. This condition contributes to the low levels of critical thinking and creativity, which are essential 21st-century competencies. This study aimed to improve early childhood critical thinking and creativity through the implementation of nature- based science learning. The study used a two-cycle implementation of the Classroom Action Research (CAR) method based on the Kemmis and McTaggart model; each cycle had the following steps: preparation; action; observation; and reflection. The research subjects were 15 children aged 4–6 years at TK Darul Quran, Sumedang Regency. Data were collected through observation, documentation, and reflective notes using observation sheets to assess children's critical thinking and creativity skills. Data analysis was conducted using descriptive quantitative and qualitative approaches. The results showed that children's critical thinking skills increased from 10% in the pre-cycle to 60% in Cycle I and 90% in Cycle II. Similarly, creativity skills improved from 20% to 65% and 92%, respectively. These findings indicate that nature-based science learning can in enhancing critical thinking and creativity in early childhood education.
Development of Busy Page Media to Introduce Nutritious and Balanced Foods to Young Children Kurniasih, Siti; Ricka Pratama, Lia
Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak Vol. 7 No. 1 (2026): Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Tarbiyah UI BBC

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/hadlonah.v7i1.4001

Abstract

This study aims to develop learning media using busy pages as an educational tool to introduce nutritionally balanced, healthy foods to children aged 4–5 years. Early childhood is a golden period when children need appropriate stimulation to understand the basic concepts of a nutritionally balanced healthy diet. Introducing balanced nutrition from an early age is important because it can shape good eating habits, including the consumption of staple foods, side dishes, vegetables, fruits, and water as the body's main needs. The type of research used is Research and Development (R&D) with the ADDIE model, which consists of five stages, namely Analysis, Design, Development, Implementation, and Evaluation. In the analysis stage, the needs of children and teachers for attractive learning media were identified. Next, the design and development stage produced interactive, colorful busy pages equipped with manipulative activities in accordance with the characteristics of preoperational children. The validation results from media experts and subject matter experts showed that the product was “highly dfeasible. Based on the results of child development assessments, children were able to name examples of staple foods, side dishes, vegetables, fruits, and their functions for the body, as well as arrange food on a plate with a complete balanced nutritious meal. This busy page media is an interactive, enjoyable learning medium that is appropriate for the developmental characteristics of preoperational children.
Analisis Pedagogical Content Knowledge (PCK) Mahasiswa PG-PAUD dalam Mengajarkan Konsep Bilangan pada Anak Usia Dini Ahmad Afandi; Pascalian Hadi Pradana
Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak Vol. 7 No. 1 (2026): Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Tarbiyah UI BBC

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/hadlonah.v7i1.4037

Abstract

This study presents a comprehensive analysis of the Pedagogical Content Knowledge (PCK) profiles of 26 pre-service early childhood teachers regarding the teaching of number sense. The research is motivated by the urgency of mastering early mathematical literacy as a child's cognitive foundation, which is often hindered by teachers' limited pedagogical competence in transforming abstract content into concrete learning. Using a qualitative case study design, data were collected through Content Representation (CoRe) instruments, Pedagogical and Professional-experience Repertoires (PaP-eRs), analysis of Daily Lesson Plans (RPPH), and microteaching observations. The analysis assessed the mastery of Subject Matter Knowledge (SMK), covering Gelman and Gallistel’s counting principles (one-to-one correspondence, stable order, cardinality, abstraction, and order irrelevance), as well as PCK components including Knowledge of Content and Students (KCS) and Knowledge of Content and Teaching (KCT). The results revealed significant PCK profiles: 38.5% at the Pre-PCK level, 50% at the Growing PCK level, and only 11.5% reaching Maturing PCK. Key findings indicate that although the pre-service teachers possess adequate procedural knowledge regarding number sequences, there is a profound conceptual deficit in cardinality and one-to-one correspondence. Consequently, they tend to design drill-oriented, worksheet-based learning activities. Furthermore, the KCS ability to anticipate children's misconceptions was identified as the weakest aspect, as the prospective teachers often failed to detect subtle counting errors in children.
ANDRI HOLISTIC-INTEGRATIVE INDONESIAN LANGUAGE LEARNING AS A FOUNDATION FOR EARLY CHILDHOOD LITERACY: HOLISTIC-INTEGRATIVE INDONESIAN LANGUAGE LEARNING AS A FOUNDATION FOR EARLY CHILDHOOD LITERACY Hardiyana, Andri; Syamsiyah, Nur
Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak Vol. 7 No. 1 (2026): Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Tarbiyah UI BBC

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/hadlonah.v7i1.4042

Abstract

Early childhood Indonesian language learning is an important foundation for sustainable literacy development. The integrative holistic approach emphasizes the integration of aspects of child development, language, cognition, social-emotional, moral, and motor skills into a single meaningful learning process. This study aims to describe the implementation of holistic integrative Indonesian language learning and analyze its contribution to strengthening the literacy foundation of early childhood. This study uses a descriptive qualitative method with teachers and children at RA Alwaqiah, Cirebon City, as subjects. Data collection techniques were carried out through observation, interviews, and documentation. The data analysis techniques were data condensation, data presentation, and conclusions. The results showed that the achievements of the implementation of the five main components of holistic integrative Indonesian language learning were a) integration of language with cognitive (85%), b) integration of language with social-emotional (80%). c) integration of language with motor skills (75%). d) collaboration between schools/teachers and parents (88%). e) literacy environment (90%). Language learning designed through activities such as playing, storytelling, singing, dialoguing, and integrated environmental literacy can improve children's listening and speaking skills as well as their readiness for early reading and writing. In addition, the integrative holistic approach encourages active child involvement, enriches vocabulary, and builds an interest in reading from an early age. Thus, integrative holistic Indonesian language learning has proven to be an effective strategy in building a comprehensive and sustainable foundation for early childhood literacy.
Hubungan Self Efficacy dengan Burnout Pengasuhan Pada Ibu Bekerja yang Memiliki Anak Usia Dini (0-6 Tahun) Yuliyani, Putri; Sugiana, Sugiana
Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak Vol. 7 No. 1 (2026): Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Tarbiyah UI BBC

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/hadlonah.v7i1.4044

Abstract

The increasing demands of multiple roles on working mothers who have young children have the potential to trigger parenting burnout due to ongoing pressure. This study aims to determine the relationship between self-efficacy and parenting burnout in working mothers who have children aged 0-6 years. The research method uses a non-experimental quantitative approach. The population in this study were working mothers who had children aged 0-6 years) in Beji Krajan Village, Semarang Regency. The total sample was 95 working mothers who were determined through random sampling techniques using the Slovin formula. Caregiving burnout can be measured through the aspects of physical fatigue, mental fatigue, emotional exhaustion, depersonalization, and decreased personal achievement. Meanwhile, the self-efficacy aspect can be measured through the aspects of magnitude, generality and strength. The results of data analysis in this study show a correlation coefficient of -0.716, with p = 0.00, which indicates that the relationship between the two variables is significantly negative. Based on data analysis, it can be concluded that there is a significant negative relationship between self-efficacy and parenting burnout in working mothers who have children aged 0-6 years, which means that if self-efficacy is high, then parenting burnout in working mothers who have children aged 0-6 years) decreases. On the other hand, the lower the self-efficacy, the higher the parenting burnout for working mothers who have children aged 0-6 years.
Management of Hijaiyah Literacy Learning Based on Ecopedagogy through Loose Parts Media Recycling in Playgroups Fauziah, Ratu Dinny; Zahra, Zahra; Tia Putri Pratiwi; Muhammad Rizal
Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak Vol. 7 No. 1 (2026): Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Tarbiyah UI BBC

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/hadlonah.v7i1.4049

Abstract

This study aims to analyze Hijaiyah literacy learning management based on eco-pedagogy by utilizing recycled loose parts media in Playgroups. The main focus of this study is how spiritual and ecological values are integrated through the planning, implementation, and evaluation stages of learning. Using a descriptive qualitative approach supported by descriptive statistical data, this study involved educators and students as research subjects. Data were collected through structured observations, in-depth interviews, and documentation. The results showed that systematic learning management was able to produce an average child development achievement of 85%. The achievements included the ability to accurately construct Hijaiyah letters and the emergence of eco-literacy characteristics, such as responsibility in treating recycled media. These findings prove that the use of waste as loose parts not only streamlines educational operational costs but is also effective as a pedagogical instrument for introducing the concept of sustainability from an early age. This study recommends the Eco-Religious Literacy management model as an innovative solution for early childhood education in realizing holistic and environmentally friendly learning. Keywords: Learning Management, Hijaiyah, Ecopedagogy, Loose Parts, Early Childhood.
Makna Interaksi Guru–Anak dalam Pembentukan Karakter Prososial dan Moral-Religius Anak Usia Dini: Studi Fenomenologi di TK Lab School FIP UMJ Ragil, Yoga Aditia; Mujtaba, Imam
Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak Vol. 7 No. 1 (2026): Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Tarbiyah UI BBC

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/hadlonah.v7i1.4067

Abstract

This study aims to analyze the meaning and practice of teacher-child interactions in shaping prosocial and moral-religious character in early childhood education. The study uses a qualitative approach with a phenomenological design to understand the subjective experiences of teachers in building children's character through daily interactions. The research subjects consisted of four teachers at the Lab School FIP UMJ kindergarten. Data were collected through classroom observation, in-depth interviews, and documentation studies, then analyzed using data reduction techniques, open coding, thematic categorization, and essential meaning extraction. The results showed that teacher-child interactions were interpreted as a dialogical, reflective, and exemplary relational process. The practice of interaction in shaping prosocial character was manifested through conflict mediation, sharing habits, positive reinforcement, and empathy development. Meanwhile, moral-religious character building is carried out through the habit of worship, the use of polite language, behavioral reflection, and the internalization of values through the real example of teachers. The challenges faced include differences in family backgrounds, consistency in habits, and the dynamics of children's emotional regulation. This study confirms that the quality of teacher-child interaction is a strategic foundation in ensuring the quality of character education in early childhood education.

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