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ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Published by Institut Agama Islam Negeri Kudus
ISSN : 23550163     EISSN : 25023845     DOI : -
Core Subject : Education,
Other
Focus of ThufuLA : Jurnal Inovasi Pendidikan Guru Raudhatul Athfal publishes articles based on field research from researchers, teachers, lecturers, students, and education observers. Scope of ThufuLA : Jurnal Inovasi Pendidikan Guru Raudhatul Athfal are: 1. Technology and Early Childhood Learning Media 2. Early Childhood Education Curriculum 3. Early Childhood Learning Methods 4. Administration of Early Childhood Institution 5. Parenting
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 248 Documents
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Metode Dongeng Dan Pembentukan Jiwa Religius Anak Penyandang Tuna Grahita Ringan Isnawati, Zakiyah; Mutiara, Kholidia Evening
THUFULA Vol 6, No 1 (2018): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v6i1.4635

Abstract

Kemajuan teknologi, pengetahuan dan pergerakan zaman menuntut kita untuk terus melakukan inovasi pembelajaran. Perbedaan generasi mempengaruhi perbedaan model, pendekatan dan metode pembelajaran serta gaya belajar siswa. Sebagai seorang guru, kita harus menyesuaikan gaya belajar siswa sehingga pembelajaran bisa berhasil mencapai tujuan.  Jika kita tidak melakukan penyesuaian, maka pembelajaran tidak akan berhasil dan  pendidikan akan tertinggal jauh dari perkembangan zaman
Center Learning Innovation: Implementing The Steamly Plus Approach to Develop Creativity and Skills in Early Childhood Reksadini, Marda Ulya; Zaroh, Ulfi Choirul; Noviana, Fina Ayu; Komalasari, Suci
THUFULA Vol 13, No 1 (2025): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v13i1.31191

Abstract

This research aims to analyze the effectiveness and impact of implementing the center learning model with the Steamly Plus approach on developing basic skills and children’s learning interests. The STEAMLY Plus approach emphasizes creativity, critical skills, and problem solving which are very important for the cognitive and emotional development of early childhood. This learning is the foundation for developing 21st century skills. The method used is classroom action research conducted by teachers in their classes through self-reflection carried out in a planned, systematic, and repeated manner in an action cycle. The study results showed that implementing STEAMLY Plus in the Center Learning Model at PAUD Islam Makarima Sukoharjo was 70% effective in improving children’s holistic skills. The impact of implementing the STEAMLY Plus approach on improving children’s holistic skills includes balanced development in various aspects. Cognitively, children experience increased abilities through activities integrating science, technology, engineering, art, and mathematics. In terms of social and emotional, children learn to interact and collaborate. Interest in learning is seen directly in learning activities, such as actively participating in experiments, discussions, or projects. Children with concrete learning interests tend to be more enthusiastic, open to new experiences, and willing to repeat enjoyable activities.
Mengasah Potensi Kepribadian Anak melalui Pendekatan Komunikasi Positif Ahmad, Nur
THUFULA Vol 3, No 1 (2015): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v3i1.4658

Abstract

Positive communication is communication that is able to develop its positive potency of children. Positive communication is built to form the fabric of a child’s personality that will also be established between parents and children. It can cultivate emotional intelligence. Of course, these two things will make a valuable provision for children’s development in the future. While missed communication would cause them uneducated and ignorant. Failure in communicating wouldnormally make a child called weird or crazy. Actually there are a few tips to succeed in realizing the potency of the child’s qualified personality, such as provide exemplary son, make the house as a science park, provides a vehicle for creativity, avoid negative emotions and always pray for children to be always given a good personality and mental health. Later in the development potency of the child’s personality can also be affected by a variety of factors. One of them is the positive communication patterns of parents towards their children (get them to always communicate in a positive environment). If the communication patterns of parents are bad, the negative impact will be felt by the child as well.
Creativity Development of Children 5-6 years old Through Loose Parts Media Susanti, Fitri Maulida; Hidayati, Sri; Aghnaita, Aghnaita; Muzakki, Muzakki
THUFULA Vol 11, No 1 (2023): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v11i1.20114

Abstract

Loose parts media is media that can be moved, combined, redesigned, aligned, separated, and put together in various ways that can develop children’s creativity. The purpose of this study is to describe the creativity of children aged 5-6 years through loose parts media. The research subjects were 1 class teacher and 14 class B2 students. The research methodology used is descriptive qualitative. The data collection techniques are through observation, interviews, and documentation. Based on the results of the study, the available loose parts media components were natural materials, plastics, used packaging, glass and ceramics, threads and fabrics, and metals. The development of creativity in class B2 children through loose parts media has been good, covering several indicators. Namely: likes to explore the environment, likes to observe, and hold everything, has great curiosity, spontaneously expresses thoughts and feelings, likes to experiment and try new things, rarely feels bored, and has high imagination power.
Metode Praktek dalam Memperkenalkan Nilai-Nilai Keagamaan pada Anak Usia Dini di PAUD Mawar Tasikrejo Pemalang Fadli, Failasuf
THUFULA Vol 7, No 1 (2019): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v7i1.4938

Abstract

Tujuan dari penelitian Deskriptif ini adalah untuk mengetahui bagaimana penerapan metode praktek untuk anak usia dini di PAUD Mawar Tasikrejo dengan tujuan sebagai langkah untuk mengenalkan nilai-nilai keagamaan kepada anak pra sekolah. Data dikumpulkan menggunakan observasi lapangan dan wawancara dengan guru yang bersangkutan. Dari hasil wawancara dan data di lapangan membuktikan bahwa PAUD Mawar menerapkan metode praktek sholat maghrib dan wudhu kepada para siswa disamping adanya metode-metode lain untuk mengenalkan nilai-nilai keagamaan kepada siswanya. Dengan menggunakan metode praktek dalam pembelajaran diharapkan para siswa mampu untuk menerima materi yang disampaikan dengan baik dan dapat mempraktekan secara nyata pengetahuan yang telah disampaikan guru ketika di sekolah. Dengan diperkenalkannya anak-anak pada nilai-nilai keagamaan maka anak akan mampu mengembangkan potensi spritualitasnya dengan baik sesuai dengan tingkatan usianya. Selain itu, Juga dapat mengetahui kewajiban yang harus anak-anak lakukan sebagai makhluk Tuhan Yang Maha Esa. Spiritual juga disebut bekal bagi anak untuk tetap menggunakan nurani dan karakter positifnya
Integrating Audiovisual Media to Enhance Learning Concentration in Early Childhood Settings Nurmala, Ultsa; Nisa, Khoirun
THUFULA Vol 13, No 2 (2025): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v13i2.34400

Abstract

This study aims to enhance early childhood learning concentration by applying audiovisual media in classroom activities. This research employed a Classroom Action Research (CAR) design, carried out in two cycles, each comprising planning, action, observation, and reflection stages. As a practitioner and researcher, the teacher used a variety of audiovisual tools to improve children’s attention during learning. Data were collected through structured observations and performance assessments that focused on behavioural indicators of concentration, including attentiveness, responsiveness, participation, and task completion. Initial findings revealed that students demonstrated low concentration due to the limited and less engaging use of learning media. To address this issue, diverse audiovisual materials—such as laptops, televisions, sound systems, pop-up cards, posters, and microphones—were systematically integrated into classroom activities. The implementation of these tools resulted in a substantial improvement in students’ concentration, increasing from 58% in Cycle I to 92% in Cycle II. The findings indicate that the structured application of audiovisual media not only enhances focus and engagement but also creates a more interactive and stimulating learning environment in early childhood education settings.
Strategi Pembelajaran Multiple Intelligences di TK/RA Ponoroho Muafiah, Evi
THUFULA Vol 4, No 1 (2016): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v4i1.1977

Abstract

Usia dini merupakan masa peletak dasar bagi pertumbuhan dan perkembangan selanjutnya. Situasi dan kondisi yang kondusif sangat dibutuhkan anak usia dini. Salah satu caranya adalah dengan menerapkan strategi pembelajaran Multiple Intelligences yang mengakui bahwa setiap anak mempunyai kecerdasan yang berbeda. Penelitian ini mengungkapkan tentang (1) penerapan strategi pembelajaran Multiple Intelligences di TK/RA Ponorogo, (2) kendala yang dihadapi saat menerapkan strategi tersebut dan (3) solusi yang digunakan untuk mengatasi kendala yang mereka hadapi. Penelitian ini adalah penelitian kualitatif. Sumber data diperoleh dari para guru TK/RA melalui wawancara mendalam, observasi partisipan dan dokumentasi. Analisis dilakukan melalui reduksi, displai, dan verifikasi data. Hasil penelitian: (1) Strategi pembelajaran Multiple Intelligences dilaksanakan melalui model semi sentra dan kelompok murni. (2) Kendala yang dihadapi adalah ruangan yang kurang banyak, jumlah guru yang tidak seimbang dan guru yang kurang kreatif. (3) Solusinya adalah dengan menyesuaikan tema yang sedang dilaksanakan melalui model pembelajaran non sentra.
Mengembangkan Kecerdasan Spiritual Anak Melalui Pendidikan Agama Yuliatun, Yuliatun
THUFULA Vol 1, No 1 (2013): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v1i1.4251

Abstract

Naturally, Every child born has brought potential for good, that willfoster a sense of potential and needs to know and close to Allah who created him.Communication that is built will bring up commendable attitudes and alwaysincline to virtue. This is the characteristics of spiritual potential that contain highvalues of humanity. The values will be wise and make coverage always attenddeep meaning and value in their actions. Religious education can be used as amedium or tool to a activate children spiritual intelligence potency in addition totheir emotional and intelectual ones. This paper analyzes how the importance ofreligious education which is reinforced by the meaning of each Islamic dimension(faith, Islam, and ihsan) in every facet of human life.
THE EFFECT OF THE PROJECT-BASED LEARNING MODEL ON THE ABILITY OF RATIONAL COUNTING IN GROUP B AT TK ISLAM AZ-ZAHRAH PALEMBANG Khana, Ameliya Nada; Andika, Windi Dwi
THUFULA Vol 12, No 1 (2024): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v12i1.25435

Abstract

The basic ability of counting in children is important for the development of mathematics at a later stage so the selection of learning models can affect this ability. This study aims to see the effect of rational counting ability in group B of Az-Zahrah Islamic Kindergarten through a project-based learning model. The type of research used is pre-experiment with a shot case study design. The sampling technique used purposive sampling, namely class B4 with a total of 16 children using posttest and observation which will then be analyzed using a one-sample T-test. The results obtained are that the project-based learning model positively influences the ability of rational counting in group B of Az- Zahrah Palembang Islamic Kindergarten. This can be seen in the child’s score in each aspect, such as rote counting, one-to-one correspondence, counting, and cardinal, which has developed as expected. The results of this research can be an alternative for schools or educators in developing counting skills for group B through project learning.
Desain Pembelajaran Bahasa Inggris Untuk Pendidikan Anak Usia Dini Sophya, Ida Vera
THUFULA Vol 2, No 2 (2014): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v2i2.4639

Abstract

Early Childhood Education is one form of the provision of educationthat focuses on the foundation of the direction of growth and development. Atan early age, children can be taught basics English only and they are taught itby directed playing. Through directed playing, children can learn many things.Instructional design is an integral part of several components of interactinglearning, interrelation and interdependence in achieving the learningobjectives that have been set. Learning component includes students, teachers,curriculum, teaching materials, instructional media, learning resources,learning processes, facilities, environment and learning objectives. Thesecomponents should be designed in accordance with the developing learningprogram.

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