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Journal of Islamic Early Childhood Education
Published by STAI Yayasan Tarbiyah Islamiyah
ISSN : -     EISSN : 30312159     DOI : -
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
Journal of Islamic Early Childhood Education is a journal double-blind peer review, published Institute of Research and Community Service STAI Yayasan Tarbiyah Islamiyah Kota Padang Indonesia in collaboration with the International Islamic Studies Development and Research Center (IISDRC). All articles will be sent directly by the author through OJS, then the articles will be reviewed and selected for publication. The Journal of Islamic Early Childhood Education journal publishes the results of research on issues of early childhood curriculum, early childhood learning strategies, early childhood learning media, innovations in early childhood education, management of early childhood education, assessment of early childhood development, empowerment of early childhood environments, multiple Child intelligence, early childhood inclusive education, early childhood moral and religious value development, early childhood physical motor development, early childhood social-emotional development.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 4 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2024): June" : 4 Documents clear
Improving Early Childhood Speaking Skills Through Audio Visual Media Rambe, Khairul Fadli; Sameto, Mayang Belia; Hartini, Juli; Helena, Helena
Journal of Islamic Early Childhood Education Vol. 2 No. 1 (2024): June
Publisher : Institute of Research and Community Service STAI Yayasan Tarbiyah Islamiyah Kota Padang

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Abstract

Students' ability in learning speaking skills has not developed much. Many students have difficulty speaking in front of the class. They do not have high self-confidence in learning speaking skills. This problem can be overcome through audio-visual media that makes students interested in speaking by telling the contents of the learning videos they see and hear. This study aims to describe: (1). Daily learning implementation plan, Improving Learning Speaking Skills Through Audio-Visual Media for Children Aged 5-6 Years, (2). Implementation, Improving Learning Speaking Skills Through Audio-Visual Media for Children Aged 5-6 Years, (3) Assessment of Improving Learning Speaking Skills Through Audio-Visual Media for Children Aged 5-6 Years. The research conducted by the author uses a qualitative and quantitative approach with the type of classroom action research. The subjects of the research conducted by the author were 10 students. The learning process of improving learning through audio-visual media consists of 3 activities, namely: (1) Initial Activities, (2) Core Activities consisting of 3 stages, namely (a) pre-speaking stage, (2) speaking stage, (c) post-speaking stage and (3) Final Activities. To see and know the results obtained in improving speaking skills learning through audio-visual media, data related to student and teacher activities were taken. As well as data on the achievement of improving students' speaking skills learning. The results obtained after the implementation of cycles I, II and during the preliminary study have experienced good improvement.
Advancing Educational Practices: Implementation of Montage Techniques in Early Childhood Learning Rahman, Ikhwan; Ramadhani, Sri Sauci; Rahmanda, Fanisya; ineng; alfajri
Journal of Islamic Early Childhood Education Vol. 2 No. 1 (2024): June
Publisher : Institute of Research and Community Service STAI Yayasan Tarbiyah Islamiyah Kota Padang

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Abstract

Early childhood is a child who is in the process of development, both physical, intellectual, social, emotional and language development that takes place gradually. Therefore, in learning for early childhood, teachers must be able to apply learning methods, one of the learning methods that can be applied is by using the montage technique. This study aims to determine: 1. Planning the Application of Montage Techniques by Teachers to Children Aged 4-5 Years 2. Implementation of the Application of Montage Techniques by Teachers to Children Aged 4-5 Years 3. Factors Influencing the Application of Montage Techniques. This type of research is qualitative research with a descriptive approach. The primary data sources of this study are the principal and teachers while the secondary data sources are documents and books. Data were collected using techniques, observation, interviews, and documentation and processed by reducing, presenting and drawing conclusions. The results of the research conducted were found as follows: (1) Planning the implementation of montage techniques Teachers prepare teaching materials by analyzing the module first, teachers make learning plans (RPPH), (2) Teachers prepare tools and materials for children then teachers explain the steps in montage activities using demonstration methods, (3) Supporting factors include adequate tools and materials, teachers utilize facilities at school then the motivation and enthusiasm given by teachers to children become supporting factors in the implementation of montage techniques. While the inhibiting factors are limited time and the condition of children who are still aggressive and do not follow the rules in activities because of their early age.
The Art of Educating Hyperactive Children at an Early Age: How Do Teachers Act? Putri, Rahmita; Kasman, Lusia; Syamsuddin; Akmal, Fauzy
Journal of Islamic Early Childhood Education Vol. 2 No. 1 (2024): June
Publisher : Institute of Research and Community Service STAI Yayasan Tarbiyah Islamiyah Kota Padang

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Abstract

The research problem in this thesis is that the author observed that children at the school had learning difficulties, were not focused, could not sit still in class, were easily irritated due to hyperactivity (ADHD). The purpose of this study was to find out 1. what methods are applied by teachers 2. what factors influence teachers to improve learning for hyperactive children 3. what obstacles do teachers face to improve learning for hyperactive children. The type of research is qualitative research, because this study produces qualitative descriptive data that describes Field research was conducted by exploring data sourced from teachers. Data collected through observation, interview and documentation techniques. Based on the results of the study, it can be concluded that 1. The teacher's method in guiding hyperactive children is to appreciate every effort and success achieved by the child 2. Factors that influence teachers to improve learning, the first is placing a seat close to the teacher, making physical contact such as eye contact, patting the shoulder. 3. The teacher's obstacle in guiding hyperactive children is that their focus is easily diverted
Analysis of Identification of Anti-Social Behavior Tendencies in Early Childhood Arifin, Zainul; Maharani, Putri; Rahmi, Elvi; Zeky, Serpuady
Journal of Islamic Early Childhood Education Vol. 2 No. 1 (2024): June
Publisher : Institute of Research and Community Service STAI Yayasan Tarbiyah Islamiyah Kota Padang

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Abstract

Antisocial behavior of students found in schools such as being difficult to control, liking to hit, disturbing friends, shouting, being impatient/queuing, not sharing food with friends, liking to fight, and not obeying instructions are caused by various factors both from the child (internal) and external factors (external). The purpose of this study is to explain, examples of behavior and factors that influence antisocial behavior in early childhood aged 5-6 years. The type of research that the author conducted in writing this thesis is in the form of field research with a qualitative descriptive method. As a primary data source in this study were 2 educators. Secondary data sources in this study were the principal and students. Data collection tools in this study were observation, interviews and documentation. Based on the results of the study, it can be concluded that: problems with children's antisocial behavior are: behaving aggressively, behaving shyly, and behaving spoiled. Antisocial behavior in childhood and adolescence is categorized into behavioral disorders, explosive urges, stealing, vandalism, physical and psychological aggression, bullying, running away from home and truancy. Environmental factors are the main causes of antisocial behavior.

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