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Journal Ashil: Jurnal Pendidikan Anak Usia Dini
Published by Universitas Islam Tribakti Lirboyo Kediri
ISSN : -     EISSN : 27764117     DOI : https://doi.org/10.33367/piaud.xxxx
Core Subject : Education,
Education Other
Journal Ashil: Jurnal Pendidikan Anak Usia Dini Receive the results of research in various fields related to early childhood education including cognitive development, moral and religious value development, social emotional development, physical motor development, language development, art and creative, child development psychology, child parenting, child development assessment, early childhood education management institutions, learning strategies, media and early childhood educational game tools, innovations in early childhood education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 74 Documents
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Asesmen Otentik Berbasis Ceklis dan Quizizz dalam Penilaian Perkembangan Kognitif Anak Usia Dini Luluk Asmawati Luluk; Siti Prestia Ningsih; Dea Amalia; Anggita Septiana Dewi; Inta Innaya Putri; Nurun Nisa; Atika Ayu Rissa
Journal Ashil: Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 1 (2026): Journal Ashil: Jurnal Pendidikan Anak Usia Dini
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/piaud.v6i1.8944

Abstract

This study aims to analyze the process and outcomes of children’s cognitive development using authentic assessments based on checklists and Quizizz. The Quizizz application serves as an innovation to support the assessment process, making it more authentic and interactive. The research method employed a naturalistic qualitative approach. The subjects consisted of 10 children aged 5–6 years at TKIT Insan Ceria in Cilegon City. Data collection techniques included participatory observation, documentation of checklist assessment results, and Quizizz. The research findings are as follows: (1) children’s cognitive development showed very good progress, (2) the authentic checklist assessment indicated very good results, (3) the use of the Quizizz app demonstrated very good outcomes. Interactive quiz-based learning enhances children’s active engagement and supports the development of logical thinking skills, memory, concentration, and the courage to make decisions. The checklist instrument helps teachers observe and record children’s developmental achievements systematically, objectively, and continuously. The conclusion is that authentic checklist assessments and the use of the Quizizz app can significantly improve the process and outcomes of cognitive development in early childhood. These findings reinforce that authentic assessment greatly assists teachers in observing and analyzing children’s developmental achievements in an authentic and contextual manner.
Utilizing Local Ecosystems as Early Literacy Media: An Analysis of the Implementation of Nature-Based Learning in Early Childhood Agus; Tuhrotul Faizah; Elyaum farihah; Fauziah Hassan; Sumarno
Journal Ashil: Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 1 (2026): Journal Ashil: Jurnal Pendidikan Anak Usia Dini
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/piaud.v6i1.8972

Abstract

Early childhood education is a crucial period in the formation of brain architecture, which forms the foundation for children's language and cognitive development. This study explores how the integration of nature into learning at RA Nawa Kartika VIII Sidolaju transforms the surrounding environment into a dynamic classroom that stimulates the early literacy of children aged 5-6 years. Using qualitative methods with a case study approach, this study describes children's multisensory interactions when manipulating real objects such as soil and plants as a means of constructing knowledge independently. Data were collected through participant observation, in-depth interviews, and documentation. The results revealed that nature-based learning fosters a curiosity-centered learning atmosphere, where children transform from passive recipients of information to active observers. Direct exploration activities create strong episodic memories, making it easier for children to construct narratives of experiences with a more coherent structure and richer vocabulary. Although the natural environment provides abundant stimuli, the success of this process depends heavily on the role of teachers as facilitators who guide free exploration into meaningful learning experiences. This study concludes that utilizing local ecosystems is an effective pedagogical innovation for strengthening children's literacy foundations through concrete and contextual experiences.
Implementasi Model Pembelajaran Outdoor dalam Meningkatkan Minat Belajar Anak Danang Prastyo; Selfi Lailiyatul Iftitah; Trisa Kumalasari; Alfarobi Ahmad Sulaiman; Lailatul Firdausi
Journal Ashil: Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 1 (2026): Journal Ashil: Jurnal Pendidikan Anak Usia Dini
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/piaud.v6i1.8999

Abstract

Children’s interest in learning is a key factor influencing academic achievement. One approach that can be used to enhance it is outdoor learning, which emphasizes hands-on and contextual learning experiences. This study aims to describe the implementation of an outdoor learning model in enhancing children’s interest in learning. The research method employed a descriptive qualitative approach, with data collected through observation and in-depth interviews. The study involved six informants, including the principal and teachers at Al-Amin Kadur Kindergarten in Pamekasan. Data analysis utilized the Miles and Huberman model, proceeding through the stages of data reduction, data presentation, and drawing conclusions. Research findings indicate that outdoor learning, conducted outside the formal classroom setting and utilizing the surrounding environment as a learning resource, encourages children’s active engagement through direct interaction with real-world objects, enhances their focus, and broadens their participation in the learning process. Supporting factors include the availability of adequate learning facilities and resources, the use of the school’s surrounding environment as a learning resource, and warm emotional bonds between teachers and students. In contrast, inhibiting factors include students’ lack of concentration when outside the classroom, limited learning time, and external distractions such as vehicle traffic around the school. This study contributes to the development of environment-based learning strategies as an alternative to contextual approaches in early childhood education
Sinergisitas KB Bina Mulya Konservasi Kaliangkrik dan TPQ Tibbil Qulub Dalam Upaya Pengenalan Ibadah Sholat Nginayatul Maghfiroh; Lilis Madyawati; Reza Edwin Sulistyaningtyas
Journal Ashil: Jurnal Pendidikan Anak Usia Dini Vol. 6 No. 1 (2026): Journal Ashil: Jurnal Pendidikan Anak Usia Dini
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/piaud.v6i1.9031

Abstract

Synergy between Early Childhood Education institutions and non-formal religious education plays a crucial role in establishing worship habits from an early age, as early childhood represents a developmental stage highly responsive to habituation and role modeling. The introduction of shalat (Islamic prayer) requires an integrated approach so that children not only recognize prayer movements and recitations but also gradually develop understanding and religious attitudes. This study aims to describe the forms of synergy between KB Bina Mulya Konservasi Kaliangkrik and TPQ Tibbil Qulub in introducing shalat to early childhood learners. The research employed a qualitative approach with a phenomenological design. The subjects of the study were KB and TPQ teachers, and data were collected through observation, interviews, and documentation. Data analysis was conducted through data reduction, data display, and conclusion drawing, with validity ensured through source triangulation. The findings reveal intensive communication between teachers, alignment of instructional materials, and collaboration in habituation and prayer practice. This synergy positively contributes to improving children’s understanding, skills, and religious attitudes in performing shalat.

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