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<![CDATA[PENGEMBANGAN MODEL PEMBELAJARAN RESPONSIF GENDER DI PAUD AININA MEJOBO KUDUS ]]>
<![CDATA[Malaiha Dewi, Siti]]>
<![CDATA[ ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Vol 5, No 1 (2017): THUFULA ]]>
Publisher : <![CDATA[PIAUD IAIN Kudus ]]>
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DOI: 10.21043/thufula.v1i1.266
<![CDATA[Abstract: One that perpetuates gender inequality is education at various levels.Then break ing the early gender bias chain through gender responsive learningat Pre-school (PAUD) on the agenda are not inevitable. Manipulating genderresponsive learning can be taught in two aspects: teaching materials and teachinglearningprocess.The subject matter development is done by inserting a genderquality message into the subject matter. While the development of teaching andlearning activities is carried out since teachers set instructional design models tothe classroom learning implementation process. They are packaged so that thegender equality implementation could be realized.
Keywords: development, Gender Responsive, learning model]]>
<![CDATA[Pembelajaran Karakter dengan Tamanisasi Demokratis di Lingkungan Taman Kanak-Kanak ]]>
<![CDATA[Budi, Eka Setya]]>
<![CDATA[ ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Vol 5, No 1 (2017): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal ]]>
Publisher : <![CDATA[PIAUD IAIN Kudus ]]>
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DOI: 10.21043/thufula.v5i1.2346
<![CDATA[This research aims to know learning character process by using tamanisasi demokratis in kindergarten and the changes of the students’ character after being taught by tamanisasi demokratis. This research design uses cross-sectional and longitudinal design. While the steps in this research are: planning, action, observation and reflection. This research result proves that there is change of the students after beng treated by learning character process using tamanisasi demokratis. The change can be seen from every aspects which are used in observing the students. Each aspect used in observing the students of kinderganten increases to 75% in average. From the result, it can be concluded that tamanisasi demokrasi in kindergartens can change the students’ characters.]]>
<![CDATA[Strategi Belajar Out Door Bagi Anak PAUD ]]>
<![CDATA[Susilowati, Retno]]>
<![CDATA[ ThufuLA: Jurnal Inovasi Pendidikan Islam Anak Usia Dini Vol 2, No 1 (2014): THUFULA ]]>
Publisher : <![CDATA[PIAUD IAIN Kudus ]]>
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DOI: 10.21043/thufula.v2i1.1423
<![CDATA[Learning Strategies outdoor make kids can enjoy the fun and really help the growth and development. A wide variety of areas that exist in the outdoor play environment surrounded by nature are natural so that children can observe the objects around him. The most important point of the arrangement of the outdoor environment is children get a unique experience. For example, the science that comes byitself naturally, that explores and observes with their own hands. Children can see the color change, holding the bark of a tree, hear the crickets or smell the air after it rains; the children use all their feelings to learn about their world. Noting the importance of the outdoor environment to support the growth anddevelopment of children then you should give serious consideration in the design and use of the outdoor play area.]]>
<![CDATA[HUBUNGAN POLA ASUH DENGAN PERKEMBANGAN SOSIO EMOSIONAL PADA MASA KANAK-KANAK AWAL ]]>
<![CDATA[Susanti, Rini Dwi]]>
<![CDATA[ ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Vol 3, No 2 (2015): ThufuLA ]]>
Publisher : <![CDATA[PIAUD IAIN Kudus ]]>
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DOI: 10.21043/thufula.v3i2.1249
<![CDATA[Social development of children is influenced by the treatment process or guidance of parents of children in introducing aspects of social life, or the norms ofpublic life and to encourage and provide an example to their children how to apply these norms in everyday life. The application of a good family asu impact on socioemotional development of children. Some things that affect the socio-emotional development of children, among others; patterns of parenting, relationships with siblings and birth order, relationships with peers, gamesand watching television.]]>
<![CDATA[Karakter Anak Usia Dini yang Tinggal di Lingkungan Sekitar Pondok Pesantren ]]>
<![CDATA[Zamzami, Akhmad Baktiyar]]>
<![CDATA[ ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Vol 4, No 2 (2016): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal ]]>
Publisher : <![CDATA[PIAUD IAIN Kudus ]]>
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DOI: 10.21043/thufula.v4i2.2020
<![CDATA[Penelitian ini bertujuan untuk mendiskripsikan bentuk karakter anak usia dini yang tinggal di lingkungan sekitar Pondok Pesantren Darul Lughah Wal Karomah Kraksaan Kabupaten Probolinggo, yang berada di TK Kusuma Kraksaan, peran guru dalam menanggulangi karakter negatif pada kegiatan pembelajaran, serta peran orang tua dan masyarakat. Penelitian ini merupakan penelitian kualitatif studi kasus pada kelompok A TK Kusuma Kraksaan pada tahun 2016. Teknik analisis data menggunakan model Miles dan Huberman terdiri dari: reduksi data, display data, dan verifikasi. Teknik pengumpulan data adalah observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa anak usia dini yang tinggal di lingkungan sekitar Pondok Pesantren Darul Lughah Wal Karomah Kraksaan Kabupaten Probolinggo memiliki bentuk karakter positif dan negatif, namun bentuk karakter positif lebih dominan. Peran guru dalam menanggulangi munculnya karakter negatif dalam kegiatan pembelajaran di kelas dengan cara memberikan nasehat dan penjelasan, peran guru dalam menstimulus karakter positif anak pada saat kegiatan pembelajaran di kelas adalah guru berupaya untuk memberikan dukungan, dan perhargaan pada anak bahwa itu adalah hal yang baik yang harus dilakukan. Orang tua cenderung melakukan hal yang memicu tumbuhnya karakter negatif pada anak, dan belum memberikan stimulus karakter positif. Peran masyarakat sangat signifikan memberikan peran dan kontribusi terhadap masalah munculnya karakter positif, dan mampu mempertahankan stimulus karakter positif pada anak usia dini yang tinggal di lingkungan sekitar Pondok Pesantren Darul Lughah Wal Karomah Kraksaan Kabupaten Probolinggo yang berada di TK Kusuma Kraksaan.]]>
<![CDATA[Pengembangan Kecerdasan Jamak Pada Anak Usia Dini ]]>
<![CDATA[Hasanah, Uswatun]]>
<![CDATA[ ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Vol 4, No 1 (2016): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal ]]>
Publisher : <![CDATA[PIAUD IAIN Kudus ]]>
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DOI: 10.21043/thufula.v4i1.1938
<![CDATA[Multiple intelligences development in early childhood is a learning process that will be developed by early childhood educators in the implementation of learning educators who want to teach a subject matter, then the educators to teach in accordance with the trend of learning styles of learners. Because in one classroom there are some students who each have different intelligences. This research on multiple intelligence development in early childhood. The purpose of this study were (1) to determine the definition of multiple intelligences; (2) to determine the types of multiple intelligences; (3) to implement learning activities focused on the development of intelligence plural (multiple intelligences). This paper use a qualitative approach (library research). It try to gain an understanding of the holistic about the problems being faced by the reality (Sugiyono (2010: 1). The method of this study appeared as a paradigm shift in looking at reality or phenomena or symptoms. Every school should be able to develop intelligence potential of each child. Paradigm of intelligence and child's success is only assessed on IQ or mark, whereas the concept of multiple intelligences is, Howard Gardner argues that each student is intelligent. And intelligence is not just one, but plural. The type rather than the multiple intelligences include, among others: (1) Intelligence of logic or mathematics is the intelligence in terms of numbers and logic. ; (2) The language or linguistic intelligence is the intelligence of word processing, or the ability to use words effectively both orally and in writing. ; (3) visual-spatial intelligence is one part of the plural intelligence which is closely linked to the ability to visualize images; (4) musical intelligence is the ability to handle musical forms; (5) Physical intelligence is an intelligence which currently use are capable of doing great movements, such as running, dancing .; (6) The naturalist intelligence is the expertise to identify and categorize the species (flora and fauna) in the surrounding neighborhood .; (7) intrapersonal intelligence is the ability of ourselves to think reflectively; (8) Interpersonal intelligence is to think by communicating with others; (9) an existential intelligence is the ability to feel and appreciate the variety of spiritual experiences on the appropriate lesson or understanding of faith in God.]]>
<![CDATA[PENDIDIKAN BAGI ANAK JALANAN (Analisis Sosiologis Anak Jalanan di Desa Sosial Kaligelis Kudus) ]]>
<![CDATA[Farihah, Irzum]]>
<![CDATA[ ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Vol 2, No 2 (2014): ThufuLA ]]>
Publisher : <![CDATA[PIAUD IAIN Kudus ]]>
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DOI: 10.21043/thufula.v2i2.1417
<![CDATA[Education is very important in human life, especially children, as the successor generation of people. The phenomenon of street children in the Holy city is not much different in other big cities in Indonesia. Activities of children on the streets are as beggars and buskers. On average, they are still listed as students in formal education, although some of them took the decision to get out of the formal education. The author tries to analyze the phenomenon with the sociological approach, namely dramartugi theory, action and motivationdeveloped by David McClelland.]]>
<![CDATA[Tafsir Tematik KEMENAG: Studi Al-Quran dan Pendidikan Anak Usia Dini ]]>
<![CDATA[Wartini, Atik]]>
<![CDATA[ ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Vol 5, No 1 (2017): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal ]]>
Publisher : <![CDATA[PIAUD IAIN Kudus ]]>
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DOI: 10.21043/thufula.v5i1.2358
<![CDATA[Penelitian ini adalah penelitian berbasis library research, dalam penelitian ini ingin membahas tentang tema al-Qur’an dan Pendidikan anak Usia Dini, al-Quran sebagai sumber dan falsafah kehidupan, dalam penelitian ini ada tiga pertanyaan bagaimana al-Quran berbicara pendidikan anak usia dini, kedua, bagaimana pendidikan anak dalam keluarga,dengan menggunakan konten analisis penulis mencoba mencari secara mendalam tentang tema pendidikan anak usia dini dalam ayat-ayat Al-Qur’an, sehingga hasil penelitiannya adalah pertama, mengetahui konsep pendidikan anak Usia Dini dalam al-Qur’an, kedua mengetahui pendidikana anak dalam keluarga.]]>
<![CDATA[Membangun Kepribadian Anak dengan Mendongeng ]]>
<![CDATA[Sophya, Ida Vera]]>
<![CDATA[ ThufuLA: Jurnal Inovasi Pendidikan Islam Anak Usia Dini Vol 2, No 1 (2014): THUFULA ]]>
Publisher : <![CDATA[PIAUD IAIN Kudus ]]>
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DOI: 10.21043/thufula.v2i1.1428
<![CDATA[Today, we can see that the negligence of parents and early childhoodâs teachers could not keep pace with the times. This can be seen from the development of increasingly sophisticated technology and the rise of childrenâs television programs become more interested. Given this phenomenon, the parents and educators particularly in early childhood environment, should be flashback while they are still at an early age. The existence of storytelling activities tend to have waned since eroded by age and sophisticated era. Though keep in mind that there are many benefits by giving a fairy tale to children. Childrenâs tales are very useful for being able to glue the relationship between parents and their children, as well as helping to optimize the development ofchildrenâs psychological and emotional intelligence. The examples of fairy tales that can be given to children is a tale of local knowledge that can be drawnfrom the local legends and the unique stories.]]>
<![CDATA[MENAKAR PRINSIP-PRINSIP FILOSOFIS DALAM PEMBELAJARAN RAUDLATUL ATHFAL ]]>
<![CDATA[*, Mas’udi]]>
<![CDATA[ ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Vol 5, No 1 (2017): THUFULA ]]>
Publisher : <![CDATA[PIAUD IAIN Kudus ]]>
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DOI: 10.21043/thufula.v1i1.260
<![CDATA[Abstract: Analysis of learning development at the level of Raudlatul Athfal (RA)gives the feel of a dialogical existence as a base for Islamic education reunited withthe latest educational globalized reality. Learning patterns that will be applied atRA level are necessarily exposed to the offred curriculum systematization. Would itoffer a foothold to the scienctific dichotomy or integrating aspects? Both of theserealities became the basis for explaining the essential scientific development in RAlevel. Philosophical principles in RA learning development definitely should be ableto do a reading to the early growth dynamics of thought in education. The existenceof Islamic educational thought as the learning basis in the RAâs development isessentially related to Greek thought underlying earlier. The intersection of thisthought should undoubtedly be realized so that the achievement of the learningphilosophical principles is globally recognized.
Keywords: dichotomy, integration, general studies, religious studies]]>
