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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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Journal : AL-ATHFAL : JURNAL PENDIDIKAN ANAK

 1 
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.
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 : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, 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.
Early Childhood Education according to Abdurrahman An-Nahlawi and Maria Montessori Aghnaita Aghnaita; Maemonah Maemonah
Al-Athfal: Jurnal Pendidikan Anak Vol 6 No 2 (2020)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2020.62-03

Abstract

This research is motivated by the concept of Early Childhood Education offered by various educational figures to impact the emergence of increasingly dynamic educational theories. Issues on this concept did not escape the attention of Abdurrahman An-Nahlawi and Maria Montessori. The two figures have similarities and differences in their underlying points of view and approaches, and these cannot be separated from the philosophical study behind them. Based on the above, this study explores the two figures’ thoughts to give birth to a new paradigm of education for early childhood. The research method used was a literature study by collecting various references that can support research. From the research results, it can be found that, philosophically, the concept of Early Childhood Education, according to Abdurrahman An-Nahlawi, is attached to the perennial normative approach, while Maria Montessori’s notion is more towards a constructivism approach. The two approaches have different points of view in highlighting the educational side. The similarity in the points of view of these two figures is an understanding of the concept of education, which should be integrated and contextual, and position the child as the main subject in education.
Problems of Learning the Qur’an in Early Childhood Education during the COVID-19 Pandemic Aghnaita Aghnaita; Norhikmah Norhikmah
Al-Athfal: Jurnal Pendidikan Anak Vol. 8 No. 2 (2022)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2022.82-04

Abstract

Purpose – The early learning of the Qur’an, infused with Islamic values, has been widely regarded as an effective tool in preserving the natural inclinations of children and nurturing their humanity. However, the ongoing COVID-19 pandemic has presented significant obstacles to Qur’an learning in Early Childhood Education (ECE) institutions. As such, this study seeks to offer a comprehensive description of the challenges faced by these institutions in delivering their teachings during this global health crisis.Design/methods/approach – The method used in this research is descriptive qualitative research. The location of this research was carried out at 4 ECE institutions. Namely: RA Al-Muslimun Nurul Islam, TKIT Asy-Syaamil Qur’anic Fullday School, Integrated Star Islamic Early Childhood Education, and RA Ulumul Qur’an Al Madani.Findings – The current COVID-19 pandemic has created significant challenges for learning the Qur’an in ECE. These issues can be categorized as internal and external factors. Internal factors relate to teachers’ difficulties when conducting practical learning activities outside the classroom. Meeting constraints, large class sizes, and limited time duration often result in an inability to deliver a complete learning experience. Externally, learning losses in early childhood have become apparent, with children experiencing behavioral changes. Not all parents are equipped to accompany their children in instilling Islamic values based on the Qur’an at home. This issue is compounded by parental objections to tuition fees, which creates financial challenges for institutions. Finally, offline learning has been the subject of criticism from the community, which indirectly affects the learning process.Research implications/limitations – This study used a qualitative method related to the problems of learning the Qur’an in ECE during the COVID-19 pandemic. Practical implications – The research presents significant implications for developing Al-Qur’an learning post-pandemic. It also provides valuable insights into formulating policies about Al-Qur’an learning during pandemics. Additionally, the study sheds light on the effectiveness of character building during the challenging times of the COVID-19 pandemic.Originality/value – Potential avenues for further investigation could include examining the effects of COVID-19 on the acquisition of Qur’anic knowledge during early childhood and its potential impacts on personality development. Such research could contribute to a deeper understanding of how the pandemic has influenced educational and psychological outcomes in this context. Paper type Research paper
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