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All Journal ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini AL-ATHFAL : JURNAL PENDIDIKAN ANAK Jurnal Riset Golden Age PAUD UHO Tarbawi: Jurnal Keilmuan Manajemen Pendidikan EARLY CHILDHOOD : JURNAL PENDIDIKAN Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Atfaluna: Journal of Islamic Early Childhood Education Abdimas Galuh : Jurnal Pengabdian Kepada Masyarakat Diseminasi : Jurnal Pengabdian kepada Masyarakat Jurnal Pendidikan dan Kebudayaan Sunan Kalijaga International Journal on Islamic Educational Research Pelangi: Jurnal Pemikiran dan Penelitian Pendidikan Islam Anak Usia Dini Jurnal ABDI PAUD Jurnal PkM (Pengabdian kepada Masyarakat) Southeast Asian Journal of Islamic Education ABNA : Journal of Islamic Early Childhood Education Transformasi : Jurnal Penelitian dan Pengembangan Pendidikan Non Formal Informal Asghar: Journal of Children Studies Early Childhood Education Development and Studies (ECEDS) Edu Happiness : Jurnal Ilmiah Perkembangan Anak Usia Dini Kreasi: Jurnal Pengabdian Masyarakat
Husain, Aghnaita
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Social Sciences Other

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Perkembangan Fisik-Motorik Anak 4-5 Tahun Pada Permendikbud no. 137 Tahun 2014 (Kajian Konsep Perkembangan Anak) Aghnaita, Aghnaita
AL-ATHFAL : JURNAL PENDIDIKAN ANAK Vol 3 No 2 (2017)
Publisher : PROGRAM STUDI PENDIDIKAN ISLAM ANAK USIA DINI (PIAUD), FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SUNAN KALIJAGA YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2017.32-09

Abstract

Pendidikan anak usia dini pada hakikatnya ialah pendidikan yang diselenggarakan dengan tujuan untuk memfasilitasi pertumbuhan dan perkembangan anak secara menyeluruh atau menekankan pada pengembangan seluruh aspek kepribadian anak. Perkembangan anak ditinjau dari aspek masa atau umur tertentu, meliputi perkembangan fisik-motorik, sosial-emosional, moral keagamaan, dan perkembangan kognitif. Perkembangan fisik-motorik anak usia 4-5 tahun terdiri dari perkembangan fisik, motorik kasar, dan motorik halus. Hal ini telah diatur dalam Permendikbud Republik Indonesia No. 137 Tahun 2014 tentang Standar Nasional Pendidikan Anak Usia Dini. Pada Bab III terkait “Standar Tingkat Pencapaian Perkembangan Anak” dan Bab IV terkait “Standar Isi” pada ayat (1) dan (3). Pada penelitian ini dilakukan analisis terhadap kebijakan tersebut, dikaji berdasarkan teori pertumbuhan dan perkembangan anak. Terdapat perbedaan yang cukup spesifik terhadap perkembangan anak usia 4 dan 5 tahun, sehingga hendaknya ada penjabaran yang lebih rinci akan perkembangan anak setiap tahunnya, tidak hanya secara interval.
KEGIATAN PEMBELAJARAN SEBAGAI UPAYA DALAM MENSTIMULUS PERKEMBANGAN SOSIAL-EMOSIONAL ANAK USIA DINI Aghnaita, Aghnaita; Salsabila, Ajeng Almira; Hanik, Camelia; Syafitri, Maulida; Norhayani, Norhayani; Normiati, Normiati; Nadia, Riatul
A?f?luna: Journal of Islamic Early Childhood Education Vol 3 No 1 (2020): January-June
Publisher : Institut Agama Islam Negeri Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v3i1.1732

Abstract

This study aims to determine the emotional social development of early childhood in Integrated Early Childhood Education Tarbiyatul Athfal UIN Antasari Banjarmasin as well as the form of learning activities undertaken as an effort to stimulate the emotional social development. The research method used is qualitative research on 6 children and learning activities that can stimulate children's emotional emotional development as primary data. Based on research conducted, the results obtained that the child's emotional social development tends to be unstable. Children often prefer to play alone. Nevertheless, children also begin to show interest in hanging out in the surrounding environment and doing play activities together. In addition, there are several factors influence, such as: social emotional experiences of children, gender differences, differences in family and cultural backgrounds, and parenting. While the form of learning activities that are pursued in the form of stimulation of children's emotional social development include: routine activities of reading Asmaul Husna and short surahs, filling in journals, playing indoor, and conducting learning activities. The activity was carried out through exemplary methods, sharing learning, and collaborative games.
Penerapan Asesmen Alternatif Pada Kegiatan Pembelajaran Dalam Kurikulum PAUD Aghnaita, Aghnaita; Muzakki, Muzakki
Jurnal Riset Golden Age PAUD UHO Vol 3, No 2: Juli 2020
Publisher : Jurusan PG-PAUD Fakultas Keguruan dan Ilmu Pendidikan Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (579.474 KB) | DOI: 10.36709/jrga.v3i2.13021

Abstract

Penelitian ini bertujuan untuk mengkaji terkait penerapan asesmen alternatif pada kegiatan pembelajaran dalam kurikulum PAUD. Asesmen memiliki peranan yang krusial dalam perencanaan dan pelaksanaan pembelajaran anak usia dini. Asesmen juga tidak hanya memiliki fungsi secara komprehensip yang berfokus pada hasil, namun juga terhadap proses pelaksanaannya. Jenis penelitian yang digunakan adalah studi pustaka. Adapun hasil yang diperoleh yaitu bahwa asesmen alternatif merupakan salah satu karakteristik yang terdapat dalam kurikulum PAUD. Asesmen alternatif dapat dilakukan pada berbagai jenis kegiatan yang diberikan kepada anak dalam rangka menyiapkan dan meletakkan dasar-dasar pengembangan diri anak. Seperti: kegiatan seni, musik dan gerakan, bermain peran, sains, matematika dan manipulatif, dan literasi. Melalui penerapan asesmen alternatif inilah berbagai perkembangan anak usia dini dapat diobservasi dan diasesmen secara baik maupun optimal. Selain itu, perkembangan anak dapat terkontrol lebih efektif dan efisien serta menjadi informasi dalam melakukan upaya peningkatan maupun perbaikan terhadap setiap proses yang telah dilewati oleh anak.
The Hardiyanti Pratiwi; Aghnaita
Jurnal Pendidikan dan Kebudayaan Vol. 6 No. 2 (2021)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v6i2.1928

Abstract

Pandemi COVID-19 mengakibatkan penutupan sekolah dan perpindahan ke pembelajaran daring secara mendadak tanpa ada persiapan yang matang. Pemerintah melalui Kemendikbud menetapkan program belajar dari rumah untuk semua jenjang pendidikan, tidak terkecuali pendidikan anak usia dini yang di dalamnya termasuk Raudhatul Athfal (RA). Identifikasi permasalahan program belajar dari rumah yang diterapkan pada lembaga RA di daerah terpencil menjadi penting sebagai langkah awal usaha perbaikan kualitas dan kesetaraan pendidikan bagi seluruh anak. Penelitian kualitatif ini dilakukan dengan melibatkan 24 guru RA dan 20 orang tua anak didik di kecamatan Aluh-Aluh kabupaten Banjar. Hasil penelitian mengungkapkan beberapa permasalahan yang dihadapi guru RA dalam melaksanakan program belajar dari rumah bagi anak usia dini, yaitu kesenjangan internet dan teknologi digital, kesulitan adaptasi kurikulum darurat, rendahnya kompetensi guru berkaitan dengan pendidikan jarak jauh (PJJ); kurang sinergisnya komunikasi guru-orang tua, dan rendahnya tingkat kesadaran orang tua terhadap pendidikan bagi anak usia dini. Jika dibiarkan, permasalahan ini dapat memperluas kesenjangan akses pendidikan khususnya bagi anak usia dini di daerah terpencil.
Syntax Acquisition in Early Childhood Through Flash-Cards Fadilah Utami; Stevanus Dewangga; Aghnaita Aghnaita; Sri Hidayati
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol 7 No 1 (2022)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2022.71-05

Abstract

Purpose – Syntax acquisition is a gradual language level and essential language ability that determine childhood academic ability. The syntax needs to be stimulated in various ways. One of them is using flash-card games. This research aims to describe syntax acquisition in childhood through flash-cards.Design/methods/approach – This research method is descriptive qualitative research with data collection techniques through observations and interviews. This research’s subject is a six-year-old child with the initials HN.Findings – HN’s syntactic acquisition through flash-card has developed according to his development and age. Language development in syntax that HN obtains includes aspects of understanding and expressing language. HN syntax acquisition is also influenced by two factors that are natural and environmental.Research implications/limitations – This research is a limited mini-research performed on 1 study subject for two months. As for the flash-cards used, there are only ten kinds of flash-cards.Practical implications – This research is expected to be helpful as a reference regarding the stimulation of early childhood syntactic abilities through flash-cards. Academics and practitioners can develop various activities other for increasing syntax ability or developing flash-cards games that are more interesting and fun to be used for learning in childhood.Originality/value – This study still has limitations in taking the data. Therefore, the researcher hopes to conduct research with no limitations for the next. Paper type: Research paper
Kegiatan pembelajaran sebagai upaya dalam menstimulus perkembangan sosial-emosional anak usia dini Aghnaita Aghnaita; Ajeng Almira Salsabila; Camelia Hanik; Maulida Syafitri; Norhayani Norhayani; Normiati Normiati; Riatul Nadia
Aṭfāluna: Journal of Islamic Early Childhood Education Vol 3 No 1 (2020): January-June
Publisher : Institut Agama Islam Negeri Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v3i1.1732

Abstract

This study aims to determine the emotional social development of early childhood in Integrated Early Childhood Education Tarbiyatul Athfal UIN Antasari Banjarmasin as well as the form of learning activities undertaken as an effort to stimulate the emotional social development. The research method used is qualitative research on 6 children and learning activities that can stimulate children's emotional emotional development as primary data. Based on research conducted, the results obtained that the child's emotional social development tends to be unstable. Children often prefer to play alone. Nevertheless, children also begin to show interest in hanging out in the surrounding environment and doing play activities together. In addition, there are several factors influence, such as: social emotional experiences of children, gender differences, differences in family and cultural backgrounds, and parenting. While the form of learning activities that are pursued in the form of stimulation of children's emotional social development include: routine activities of reading Asmaul Husna and short surahs, filling in journals, playing indoor, and conducting learning activities. The activity was carried out through exemplary methods, sharing learning, and collaborative games.
IMPLEMENTASI MODEL PEMBELAJARAN KELOMPOK DI KB TUNAS SERUYAN Norhikmah Norhikmah; Aghnaita Aghnaita
PELANGI: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 4 No 1 (2022): Maret
Publisher : Prodi Pendidikan Islam Anak Usia Dini Tarbiyah IAI Muhammadiyah Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52266/pelangi.v4i1.800

Abstract

Artikel ini menjelaskan tentang model pembelajaran kelompok di KB Tunas Seruyan. Pembelajaran seni kepada anak merupakan pembelajaran yang memiliki daya tarik bagi anak dan menyenangkan karena bukan hanya pengenalan materi saja namun anak mempraktekkan secara langsung. Pembelajaran seni dengan menerapkan model pembelajaran kelompok bagi anak. Pada penelitian ini bisa menggunakan metode kualitatif deskriptif. Pembelajaran yang menyenangkan dan menarik ternyata memberikan kesan terhadap anak itu sendiri. Peserta didik mampu memberikan respon terhadap kegiatan seni. Pada setiap tahap kegiatan peserta didik sangat menikmati media maupun materi yang telah disediakan. Kegiatan di rancang sesuai dengan SOP dan RPPH di sekolah tersebut
Evaluation of Multi-Literacy Education Program at The Community Learning Activity Center in Palangka Raya City Sardimi Sardimi; Ety Ariani; Aghnaita Aghnaita
Tarbawi Vol 8 No 01 (2022): May 2022
Publisher : Jurusan Manajemen Pendidikan Islam Fakultas Tarbiyah dan Keguruan UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/tarbawi.v8i01.4994

Abstract

This is related to the quality of one's life so that it can open up public insight. The purpose of this study was to analyze the evaluation of the program on the aspects of context, input, process, and product of the multi-literacy education program at Learning Center (PKBM) Luthfillah, Palangka Raya. PKBM is an educational facility provided to provide non-formal education for citizens. Evaluation of the program that has been implemented uses the Context, Input, Process, and Product (CIPP) model by analyzing the components of the context, input, process, and product of the Multiliteracy Education program implemented. This research is a type of qualitative research. The research instruments used were observation, interviews, and documentation. The results of the research show: (1) in the context aspect, the program implemented has fulfilled the learning needs of the students, and the program objectives can be achieved as expected; (2) in the input aspect, educators and program organizers already have the expected competencies. It's just that for the initial abilities of students, the basic requirements for ownership of the Sukma have not been met; (3) in the process aspect, the learning strategies used are in accordance with the conditions of the students, namely andragogic, practical, and thematic strategies; (4) in the product aspect, students have graduated from the advanced literacy education program and have been able to apply the learning outcomes that have been obtained. However, the student's graduation certificate has not been received in the form of SUKMA-L.
Rekonstruksi Pembelajaran Bagi Anak Usia Dini Melalui Konsep "Jati Diri" Aghnaita Aghnaita; Norhikmah Norhikmah; Nur Aida; Rabi'ah Rabi'ah
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol 6, No 4 (2022)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v6i4.2071

Abstract

Anak usia dini sebagai penerus bangsa dapat menjadi tolak ukur terhadap kemajuan bahkan harkat dan martabat bangsanya, sehingga pengenalan identitas nasional dalam konsep “Jati Diri” menjadi suatu upaya dalam menjaga keunikan bangsa Indonesia serta sebagai langkah preventif untuk menghindari pergesekan sosial antar budaya sejak dini. Tujuan pada penelitian ini untuk mengkaji mengenai rekonstruksi pembelajaran bagi anak usia dini melalui konsep "Jati Diri". Metode penelitian yang digunakan adalah kajian pustaka dengan teknik pengumpulan data yaitu dokumentasi melalui 46 referensi kepustakaan yang relevan. Referensi yang digunakan minimal terbitan 10 tahun terakhir yakni mulai tahun 2012-2022 berupa buku, modul, jurnal, tugas akhir, kebijakan, dan referensi lainnya. Berdasarkan hasil penelitian diperoleh bahwa rekonstruksi pembelajaran bagi anak usia dini melalui konsep "Jati Diri" yaitu dengan memetakan tema pembelajaran yang meliputi 3 ruang lingkup: Jati Diri Nasional, Wilayah, dan Individu.
EARLY CHILDHOOD EDUCATION: COMPARATIVE STUDY OF ABDURRAHMAN AN-NAHLAWI AND MARIA MONTESSORI Aghnaita Aghnaita; Maemonah Maemonah
Sunan Kalijaga International Journal on Islamic Educational Research Vol 2 No 2 (2018)
Publisher : Pascasarjana Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/skijier.2018.2018.22.05

Abstract

This research is based on the view that early childhood education is a fundamental aspect of the direction of the child's life. On the other hand, the development of educational theory has an impact on the direction of progressive thinking on the pattern of education. The presence of serious attention to the golden age of children also determine an appropriate approach in the learning activities undertaken. The importance of the issue invites various views of educational leaders both from the West and the East, not least Abdurrahman An-Nahlawi and Maria Montessori. Both figures have contributed to the development of education for children from different perspectives. Based on the above, this research is directed to examine the thoughts of both into an alternative paradigm of Early Childhood Education. This research is a type of literature research with a philosophical, historical, and psychological approach. While the data are analysed using content and comparative analysis and using the inductive-deductive method in making conclusions. Based on the results of the research can be obtained: The educational concept of Abdurrahman An-Nahlawi for Early Childhood is based on the Shari'a of Islam as the perfect manhaj Rabbani. Thus, the ideal education is based on the Qur'an and Sunnah. Education becomes a means to prepare the child's life as a plenary man and realize the idealism of Islam in daily life. The concept of education Maria Montessori departs on the view of the child as a unique individual and able to construct learning independently. Thus, the need for an environment that is prepared for the development of children. Education is seen as real life for children.
Co-Authors Adela Salsabila Aisyah Adila Setyaningsih Ajeng Almira Salsabila Ali Iskandar Zulkarnain Ali Iskandar Zulkarnain Ambar Rita Anida Rahmi Annisa Rahmasari Arda Sulis Mutiara Camelia Hanik Camelia Hanik, Camelia Desy Maimunah Devi Oktavia Dwi Puspita Eka Nurhalisa Eka Nurhalisa Eka Ervina Ety Ariani Fadilah Utami Fadilah Utami Fadilah Utami Fadilah Utami Fitri Maulida Susanti Hairun Nisa Hardiyanti Pratiwi Hatmawati Herlianti Herlianti Husnul Khatimah Husnul Iin Muti Atuz Zahro Irmawati Irmawati Isnawati Maemonah, Maemonah Maimun Paus Mariatul Kiptiyah Maulida Syafitri Mega Utami Muhammad Rivai Muhammad Syabrina Muzakki Muzakki Muzakki Muzakki Muzakki Muzakki Muzakki Muzakki Muzakki, Muzakki Nadia, Riatul Nadila Raudhatul Aisy Neela Afifah Neela Afifah Neela Afifah Nor Latifah Nor Ma'rifah Nor Ma’rifah Nordiyanti Norhayani Norhayani Norhayani, Norhayani Norhikmah Norhikmah Norhikmah Norhikmah Norhikmah Norhikmah Norhikmah Normiati Normiati Normiati, Normiati Nur Aida Nur Aida Nurlaila Nurlaila Pirasintiya Rabi'ah Rabi'ah Riatul Nadia Salsabila, Ajeng Almira Sardimi Sardimi saudah saudah Sri Hidayati Sri Hidayati Sri Hidayati Stevanus Dewangga Syafitri, Maulida