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Program Studi Pendidikan Islam Anak Usia Dini (PIAUD) Fakultas Agama Islam, Universitas Muhammadiyah Bima Jln. Anggrek No. 16 Ranggo Na'e, Kota Bima, NTB, Indonesia - 84113
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Pelangi: Jurnal Pemikiran dan Penelitian Pendidikan Islam Anak Usia Dini
Published by Universitas Muhammadiyah Bima
ISSN : 2655593X     EISSN : 27456439     DOI : https://doi.org/10.52266/pelangi
Core Subject : Education,
Education
Pelangi: Journal of Islamic Early Childhood Education Thought and Research is a scientific journal published by the Early Childhood Islamic Education Program, Universitas Muhammadiyah Bima. This journal publishes scholarly articles based on conceptual thinking and empirical research in the field of early childhood education from an Islamic perspective. Its scope includes curriculum development, learning methodologies, language, science, and mathematics instruction, assessment strategies, and the integration of local cultural values in PAUD/TK practices. All submitted manuscripts undergo a double-blind peer review by at least two reviewers. Prior to the review process, manuscripts are screened using iThenticate software, and must have a similarity index below 25%. The journal is published twice a year, in March and September.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol 1 No 1 (2019): Maret" : 6 Documents clear
PERAN BAHASA IBU TERHADAP KECERDASAN BAHASA TARGET ANAK USIA 4 - 5 TAHUN DI PAUD DARUSSALAMAH BARUH SAMPANG Khoirul Anam
PELANGI: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 1 (2019): Maret
Publisher : Program Studi Pendidikan Islam Anak Usia Dini - IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/pelangi.v1i1.275

Abstract

This study is entitled The Role of Mother Language on Target Language Intelligence of Children 4-5 Years Old in Darussalam PAUD Baruh Sampang. With the aim of the study is to find out the role of mother tongue on the target language intelligence of children in using language and responding to effective words of communication, both verbally and in writing. The method used is a type of descriptive qualitative approach. Data collection techniques were used observation techniques, direct communication interview techniques and documentation study techniques. The scope and limitations of this study are children who study in Early Childhood Education (PAUD) Darussalamah in the village of Baruh, Sampang Regency. Data sources which are the main subjects of this study are; First, students who study in Darussalam PAUD. Second, the teachers as correctors and children’s language motivators. Third, parents are the children’s languageenvironment. The results of this research are those children who use Indonesian as the target languages in communication are adopted from the mother tongue first and the target language later. This is where the role of mother tongue as a corrector to correct children’s language errors in using the target language,especially the teachers and parents can help the language errors of children to improve their language correctly. In this study the authors assume that mother tongue can also contribute to children’s target language intelligence.
AKTUALISASI MULTIPLE INTELLIGENCES PADA ANAK USIA 5-6 TAHUN MELALUI PERMAINAN OUTBOUND DI TAMAN KANAK-KANAK ISLAM PELANGI ANAK NEGERI YOGYAKARTA Lukman Lukman
PELANGI: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 1 (2019): Maret
Publisher : Program Studi Pendidikan Islam Anak Usia Dini - IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/pelangi.v1i1.277

Abstract

This research is titled the actualization of multiple intelligences in children aged 5-6 years through outbound games in the Rainbow Islamic Kindergarten of Yogyakarta State Children. With the aim of analyzing and knowing the results of developing the multiple intelligences approach. This research is expected to contribute positively to the development of Early Childhood learning, especially in multiple intelligences learning in outbound games for Early Childhood, as well as reference material for Rainbow IslamicKindergarten, Yogyakarta Children and the wider community. This type of research is research (field research), namely researchers conduct direct research on the object under study and data collection found in the field. This research includes the type of qualitative research, namely research that intends to understand the phenomenon of what is experienced by the subject of research such as behavior, perceptions, motivations, actions, and others. Data collection techniques were carried out by observing passive participation, through observation, interviews and documentation, and triangulation. After the data is obtained, it checks the validity of the data, analyzes the data with steps of data reduction, data presentation, conclusions, and verification of data. Development of outbound learning is designed sothat children do not feel bored receiving learning in the classroom. The results of the research findings are: first, children can explore and express multiple intelligence in each playing activity using four types of steps,namely; (a) at the time of environmental arrangement, (b) on the footing before playing (circle time1), (c) during playing activities, (d) when stepping after playing (circle time 2 / recalling). Every outbound game always provides communication, counting, gesture, social, cooperation, naturalist, and moral values for children’s development. Second, supporting factors in the actualization of multiple intelligences in Early Childhood Through Outbound Games include; a conducive Taman Kanak environment, creative teachers, game tools that are already available, then supplemented with adequate facilities and infrastructure. While the inhibiting factors in the actualization of multiple intelligences in Early Childhood throughoutbound games include; the absence of good cooperation between teachers and parents of students, community environment, family environment, the presence of social media, and technological sophistication, so that children are very difficult to monitor.
PENINGKATAN KEMAMPUAN KOGNITIF MELALUI BERMAIN PLAYDOUGH Endang Susilowati; Sumiyati Sumiyati; Subawi Subawi
PELANGI: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 1 (2019): Maret
Publisher : Program Studi Pendidikan Islam Anak Usia Dini - IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/pelangi.v1i1.280

Abstract

This study entitled “Cognitive Capability Enhancement Through Playdough Play For Group B Children at Tunas Bhakti Kindergarten in Tlogosari Village, Tlogowungu District, Tlogowungu District, Pati District 2016/2017. With the aim of: 1) To know cognitive abilities in TK Tunas Bhakti, TlogosariVillage, Tlogowungu District, Pati District, and 2) To find out through playing Playdough can improve cognitive abilities for group B children in Tunas Bhakti Kindergarten, Tlogosari Village, Tlogowungu District, Pati Regency . The method used is classroom action research, which consists of pre-cycle, cycle I and cycle II. In cycle I playing playdough with large groups and cycle II playing playdough with small groups. For this reason the teacher includes Playdough as an additional activity in cognitive development.His research findings are that media used namely media playdough little by little the cognitive of children increasingly grow and develop well. This is proven by the achievement of indicators of children’s success thatresearchers apply that is cognitive students change from stage to stage. The criteria developed very well from the pre cycle as many as 6 children or 33.33% in the first cycle were still 6 children or 33.33% and became 10 children or 55.56%. For categories developed according to expectations of 2 children or 11.11% in the first cycle to 5 children or 27.78% and in the second cycle to 8 children or 44.44%. While for the category began to develop in the pre-cycle number of 2 children or 11.11% then dropped to 1 child or 5.56%. In the second cycle there were no children who entered the category began to develop or 0%. In the undeveloped category in the pre-cycle number 8 or 44.44%, then in the first cycle it was reduced to 6 children or 33.33% and in the second cycle not the children who entered the undeveloped category or 0%. Based on all classroom action research activities ( PTK) it can be concluded that through playdough games can improve children’s cognitive.
PERMAINAN TRADISIONAL MBOJO-BIMA TUTU KALI KU MA..MA.. UNTUK MENSTIMULASI KETRAMPILAN SOSIAL ANAK USIA DINI Masita Masita; Ihwan Ihwan
PELANGI: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 1 (2019): Maret
Publisher : Program Studi Pendidikan Islam Anak Usia Dini - IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/pelangi.v1i1.281

Abstract

This article is titled: Traditional Games of Tutu Kali Ku ma..ma .. To Stimulate Early Childhood Social Skill in Mboj-Bima, with the aim being to get the traditional Mbojo-Bima Tutu Kali game ma ma ... ma ... to stimulateskills social early childhood.The form of the traditional game Mbojo-Bima Tutu Kali Ku ma..ma ... is itMy tutu is ma ... ma ...Sa anggonggo wa’i le le..leu .....La Jami mpako ka dui ma mpekeI want to go to the gopa cave ina na’e gepu .....Wio wao salaja waoKido, salaja kodoI asked you to go gopa ina nae gepuThen the palms are arranged then the group leader chooses to take the hands to be pinched or ears while being lifted up to the height of the height so that it will hurt so much by saying the words: Waura do you know ...Then answered: wauraa .......Ngaha kai uta au ??????????Ngaha Kai Uta KarambaThen once the group leader asked by pinching harderNgaha ka uta au ???????????Ngaha kai uta kahoro ma roci hori ..........After that the group leader quickly removes his hand that picks his hand or ear is up to what is chosen by the leader of the game group.After that the game is done, which is hiding in places that are considered not easy for the game keeper to know, saying: Wauraa ...... ?????Waura ........ ?????Waura ....... ?????Waura ....... ?????Then answered: WauraaThen the leader of the game group sees it and says:Akaku waura eda know reThen that’s all that is done until the game is finished and you get who will be punished. The punishment was whether it was pinched, hit by the palm of his hand. Then finished my tutu times ... bro ... Traditional children’s games are born of culture. the game is a heritage, inheritance from our ancestors. So that by preserving it as the culture of our ancestors. But inheritance itself always changes according to the times and the development of culture. The relevance of the traditional game of Mojo-Bima Tutu My time is ma..ma ... to stimulate the skills of early childhood is my tutu game ma ... ma ... has a strong relationship with the growth and development of early childhood especially. With these games, it will help stimulate early childhood. So that the horizons of thinking become very broad, advanced and creative and most importantly the children will feel happy, happy and happy without any burden as a child. Children will be more open to playing with their friends and will increase intimacy between one child and another. Especially if the child has returned to their home, the socialrelations of the community with their friends are not interrupted. Usually children will always remember what they did when at kindergarten school together with their friends, then if their house is close together the children will come to their friend’s house to play again, repeating the game that has been done at the school. So that his social relations are not only with his peers but with his friends ‘brothers, his friends’ siblings, his friends ‘parents, and also his friends’ neighbors. So that social relations have beennurtured and fostered starting from this early age. When they go up to children, adolescents and adults, the lessons and experiences that they have passed through as children will affect their lives later.
PENGEMBANGAN SOSIAL- EMOSIONAL ANAK MELALUI METODE ROLE PLAYING (BERMAIN PERAN) DI KELOMPOK B ANAK USIA DINI Sri Jamilah
PELANGI: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 1 (2019): Maret
Publisher : Program Studi Pendidikan Islam Anak Usia Dini - IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/pelangi.v1i1.282

Abstract

This article is titled Child social-emotional development through the Role Playing method in Group B Early Childhood. The aim is to know the child’s social-emotional development through the Role Playing method in Group B of Early Childhood. Child social-emotional development through the Role Playing method (role playing) in Group B Early Childhood is the development of imagination and appreciation of children who act as subjects of active learning. Role playing activities discussed in this study are one of the efforts to improve children’s social emotional abilities by developing imagination and appreciation by students by acting as living figures or inanimate objects. This game is generally carried out by more than one person, it depends on what is played.
PERMAINAN EDUKATIF UNTUK ANAK USIA DINI Angga Saputra
PELANGI: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 1 (2019): Maret
Publisher : Program Studi Pendidikan Islam Anak Usia Dini - IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/pelangi.v1i1.283

Abstract

This article is entitled: Permanan Educative Early Childhood. With the aim is to know educational games for early childhood. Educational games for early childhood, playing is one of the words that are quite familiar to our ears, especially if we become a teacher, especially for PAUD teachers. Game tools are all tools used by children to fulfill their instincts of play. The game tools in question are for example soccer ballsfrom plastic cars, calluses, pistols, puppets, imitation of cooking tools and so on. So the educational game tool is all the game tools that children useto fulfill their instincts of play. So early childhood educational games are games that can meet the needs of children’s play instincts.

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