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All Journal NADWA Arabia: Jurnal Pendidikan Bahasa Arab EDUKASIA QUALITY ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal IJTIMAIYA Ijtimaiya : Journal of Social Science and Teaching KONSELING EDUKASI : Journal of Guidance and Counseling Fitrah: Journal of Islamic Education
Puspo Nugroho, Puspo
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Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal

 1 
PANDANGAN KOGNITIFISME DAN APLIKASINYA DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM ANAK USIA DINI Nugroho, Puspo
ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Vol 3, No 2 (2015): ThufuLA
Publisher : PIAUD IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v3i2.1251

Abstract

Early Childhood Education becomes a very important phase of education. Phase which will color the world of children’s cognitive thinking. In this phase of brain development in children achieve the remarkable level, which in this phase the child reaches the golden era (golden age) so that the child is able to develop the power of perception based on what is seen, heard and felt, so that the child will have a thorough understanding and comprehensive. From that some figures such as Jerrome Brunner, Ausabel and Jean Piaget contributed cognitive learning style and thinking according to each, According to Jerome Bruner in the learning process is more determined how the teacher is able to organize learning according to the student’s learning style. The students are learning according to Ausubel must be “meaningful” (meaningfull). Meaningful learning is a process where new information, in which new information is associated with the structure of the relevant concepts, cognitive structure that is already owned by someone learners. Meanwhile, according to Jean Piaget every child develops the capacity to think  in an orderly phase. At a certain stage of development will emerge schemes or certain cognitive structures whose success at each stage is highly dependent on the previous stage. Of the three characters are interrelated and complementary. Third application of the above theory in PAI learning, especially for young children, a teacher needs to know in depth protege start developmentally age, style of learning styles, as well as in packaging materials must be meaningful, it means to have linkages with prior knowledge of children, use of media educative abstract to stimulate the understanding, delivery of content delivered ranging from the simple to the complex, the learning process needs to be developed based activities, etc. Through these principles is expected socio-emotional development, intelligence and personality of children will grow up.
Pandangan Kognitifisme dan Aplikasinya dalam Pembelajaran Pendidikan Agama Islam Anak Usia Dini Nugroho, Puspo
ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Vol 3, No 2 (2015): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v3i2.4734

Abstract

Early Childhood Education becomes a very important phase of education.Phase which will color the world of children’s cognitive thinking. In this phase ofbrain development in children achieve the remarkable level, which in this phasethe child reaches the golden era (golden age) so that the child is able to developthe power of perception based on what is seen, heard and felt, so that the childwill have a thorough understanding and comprehensive. From that some figuressuch as Jerrome Brunner, Ausabel and Jean Piaget contributed cognitive learningstyle and thinking according to each, According to Jerome Bruner in the learningprocess is more determined how the teacher is able to organize learning accordingto the student’s learning style. The students are learning according to Ausubelmust be “meaningful” (meaningfull). Meaningful learning is a process where newinformation, in which new information is associated with the structure of therelevant concepts, cognitive structure that is already owned by someone learners.Meanwhile, according to Jean Piaget every child develops the capacity to thinkin an orderly phase. At a certain stage of development will emerge schemes orcertain cognitive structures whose success at each stage is highly dependent on theprevious stage. Of the three characters are interrelated and complementary. Thirdapplication of the above theory in PAI learning, especially for young children, ateacher needs to know in depth protege start developmentally age, style oflearning styles, as well as in packaging materials must be meaningful, it means tohave linkages with prior knowledge of children, use of media educative abstract tostimulate the understanding, delivery of content delivered ranging from the simpleto the complex, the learning process needs to be developed based activities, etc.Through these principles is expected socio-emotional development, intelligenceand personality of children will grow up.
Internalisasi Nilai-Nilai Karakter pada Anak Usia Dini di Era Pandemi Covid-19 Nugroho, Puspo; Inayah, Faiq Zahrotul; Musdalifah, Novi Linda
ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Vol 9, No 2 (2021): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD IAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v9i2.12897

Abstract

This study aims to find out how the teacher’s efforts to internalize character values in early childhood during the covid-19 pandemic at Masyithoh Cebolek Margoyoso Pati Kindergarten and the problems they face. In its implementation, it uses a qualitative case study approach with data collection techniques through observation, interviews, and documentation. Research subjects include teachers and literature searches. The results showed that the first; character values instilled in early childhood consist of 18 character values as referred to by the Ministry of Education and Culture, second; teachers’ efforts to internalize character values during the Covid-19 pandemic through several ways including a) continuous habituation, b) application of blended learning systems, c) application of multiple methods in every learning and d) strengthening of parenting parents offline and online. Third; the emergence of problems in the implementation of internalization such as the lack of responsiveness of parents in assisting learning, technological stuttering, inadequate network availability, loss of children’s independence due to excessive parental assistance, limited parental assistance time. All of these problems are dealt with by forming a communication platform in the form of a parent association as a medium for sharing, communicating, and sharing information and experiences.
Co-Authors Farha, Asfiya Habiba, Bella Inayah, Faiq Zahrotul Khusnah, Nailal Musdalifah, Novi Linda Nia, Nia Ifa Salamah, Nur Salsabila, Unik Hanifah Sri Mulyani