Jurnal Pendidikan Islam dan Manajemen Ekonomi

EFEKTIVITAS PENGGUNAAN ALAT PERAGA EDUKATIF PUZZLE GEOMETRI DALAM MENINGKATKAN KOGNITIF USIA 5-6 TAHUN DI TK ASMA NADIA

Nita Rahmawati, Muhammad Rizal Zaenullloh, Arif Ahmad Fauzi — Sun, 30 Mar 2025 00:00:00 +0700

This study aimed to assess the effectiveness of using geometric puzzle learning aids in enhancing the cognitive abilities of 5-6-year-old children at Asma Nadia Kindergarten in Cianjur Regency. To address the research questions, the researchers employed a qualitative approach with a case study design. Data collection techniques included participatory observation, documentation, and semi-structured interviews. The findings concluded that geometric puzzles are highly effective as learning tools in boosting children's cognitive development. These puzzles not only help children recognize and understand basic geometric concepts but also provide additional cognitive benefits. The research illustrates how educational tools, particularly geometric puzzles, can improve early childhood cognitive development at Asma Nadia Kindergarten. The case study method was chosen to provide an in-depth understanding of the situation or phenomena related to the use of geometric puzzles in learning. Data was gathered through observations and in-depth interviews with key informants, including the school principal, homeroom teachers, and three parents, conducted periodically.The study highlights the importance of well-designed educational tools in early childhood education. Geometric puzzles not only aid children in identifying basic shapes but also play a crucial role in developing broader cognitive skills, which contribute to their future academic success. This research not only provides empirical evidence on the effectiveness of geometric puzzles but also offers practical recommendations for their implementation in early childhood learning. As interactive and engaging educational tools, geometric puzzles can support children's holistic development and prepare them for future academic achievements.

IMPLEMENTASI PERMAINAN TRADISIONAL ENGKLEK TERHADAP MOTORIK KASAR ANAK USIA DINI (Studi Kasus Kelompok B di PAUD Bustanul Wildan Cianjur)

Ratna Juwita, Muhammad Rizal Zaenullloh, Arif Ahmad Fauzi — Sun, 30 Mar 2025 00:00:00 +0700

This research was carried out to enhance children's gross motor abilities, which play a crucial role as they underpin fundamental physical competencies. One effective method to foster these skills in children is through the traditional engklek game. The objective of this study is to outline how the traditional engklek game is applied to develop gross motor skills in group B children at PAUD Bustanul Wildan, identify the facilitating elements in its implementation, and examine the challenges encountered during the process. The study employs a qualitative methodology with a case study design. Data collection was conducted through observations, in-depth interviews with foundation members, educators, and committee representatives, as well as documentation. The findings reveal that the application of the traditional engklek game in enhancing gross motor skills in children is evident from observational results, which indicate that most children showed development in line with expectations. None of the children exhibited a lack of progress. Key supporting factors in the execution of the traditional engklek game for gross motor skill development include a conducive physical environment and the meaningful values embedded in the game. On the other hand, obstacles such as an unfavorable school atmosphere, children's health conditions, and their physical stamina posed challenges to the implementation. Based on the findings, it can be concluded that the traditional engklek game is an effective approach for improving gross motor skills in young learners.

PENERAPAN PROGRAM GERAKAN LITERASI SEKOLAH (GLS) TERHADAP KEMAMPUAN MEMBACA ANAK USIA 5-6 TAHUN DI PAUD KAMBOJA IX

Nurhasanah, Ilham Ramadhan, Ema Marhamah — Sun, 30 Mar 2025 00:00:00 +0700

The background of this research is that reading ability is a fundamental aspect of language skills that every child should acquire. Through reading, children can broaden their knowledge. However, at present, early childhood reading skills remain relatively low. This is caused by several factors, including the limited availability of engaging reading materials for children, low parental awareness and concern in fostering reading interest, and the lack of well-structured reading activities in schools. To enhance early childhood reading skills, schools can implement a School Literacy Movement (GLS) program in early childhood education institutions. Therefore, this study aims to examine: (1) the implementation of the school literacy movement for 5-6-year-olds at PAUD Kamboja IX, (2) the media used in introducing literacy to early childhood at PAUD Kamboja IX, and (3) the supporting and inhibiting factors in implementing the School Literacy Movement (GLS) program on children's reading abilities at PAUD Kamboja IX.

The School Literacy Movement is a program designed to increase children's interest and ability in reading. This activity involves teachers reading non-curricular books for 15 minutes before the learning process begins. This study adopts a descriptive qualitative approach with field research. The research was conducted at PAUD Kamboja IX in Haurwangi District from August 1 to August 31, 2024. The data collection instruments and techniques included observation, interviews, and documentation studies. The research procedure involved data triangulation, which means gathering information from various sources and techniques to obtain a detailed and in-depth understanding of the implementation of the school literacy movement on children's reading skills at PAUD Kamboja IX.

The results of this study indicate that the implementation of the School Literacy Movement (GLS) at PAUD Kamboja IX aligns with the Minister of Education and Culture Regulation No. 23 of 2015 concerning character development. This is achieved through activities such as teachers reading non-curricular books for 15 minutes during the opening session, parent meetings with themes on fostering children's reading interest, and optimizing reading corners in the classroom. The media used in GLS implementation at PAUD Kamboja IX includes storybooks and literacy posters. Supporting factors for the GLS program implementation include the availability of reading materials, a conducive environment, and parental involvement. Meanwhile, inhibiting factors consist of internal challenges among children and the lack of library facilities as a resource for reading development.

IMPLEMENTASI KURIKULUM MERDEKA BELAJAR PADA KEGIATAN BELAJAR MENGAJAR ANAK USIA DINI (STUDI KASUS DI SEKOLAH PENGGERAK TK INSAN HASANAH CIANJUR)

Nisa Nurmaulida, Wahyudin, Qudsi Mutawakil Husaini — Sun, 30 Mar 2025 00:00:00 +0700

This study specifically examines a learning process conducted by the Ministry of Education and Culture through the implementation of a new curriculum, namely the Merdeka Curriculum. Every educational institution faces significant challenges in carrying out innovations within this educational system. The new curriculum requires considerable time and effort. Consequently, this research is essential for enhancing our understanding of the implementation of the Merdeka Curriculum, particularly in terms of planning, executing, and assessing the curriculum in early childhood education (PAUD). The primary objective of this study is to identify several issues encountered by TK Insan Hasanah Cianjur and to explain how the Merdeka Curriculum is being implemented. This research employs a descriptive approach with a qualitative method and was conducted at TK Insan Hasanah Cianjur. The subjects of this study are teachers and the school principal. Data were collected through observations, interviews, and documentation. First, the findings indicate that understanding learning outcomes and objectives, designing a sequence of learning objectives, and developing lesson plans, teaching modules, and assessments are all integral components of Merdeka Curriculum planning. Second, the evaluation of the Merdeka Curriculum encompasses activities in the opening, core, and closing stages. Moreover, TK Insan Hasanah Cianjur faces several challenges in implementing the Merdeka Curriculum, including a shortage of human resources, an educational and teaching system that has not yet been fully established, and a lack of readiness in applying this curriculum effectively.

IMPLEMENTASI METODE BERNYANYI LAGU KU JAGA DIRIKU TERHADAP PEMBENTUKAN JATI DIRI MELALUI PENDIDIKAN SEKS ANAK USIA 5-6 TAHUN DI PAUD KIDANG KENCANA

Nurul Makkiyyah, Siti Rodiah, Hj Ai Aisah — Sun, 30 Mar 2025 00:00:00 +0700

Sex education for children should be introduced from an early age, particularly in Early Childhood Education Institutions (PAUD), to help shape a child's identity into one that is confident, independent, and responsible. Through the song I Take Care of Myself, children can more easily grasp lessons on sexuality in a fun and supportive environment. This study aims to explore identity formation through sex education for children aged 5-6 at PAUD Kidang Kencana using the method of singing the song I Protect Myself. Knowledge about sexuality must be taught to children from a young age. Motivated by the issue of children's limited understanding of sexual topics, the researcher conducted this study to foster self-identity through sex education. This research employs a qualitative method, with data collection techniques including observation, interviews, document analysis, and triangulation. The findings reveal the following: (1) The implementation of the song-singing method (I Take Care of Myself) in shaping identity through sex education for 5-6-year-olds at PAUD Kidang Kencana is closely tied to the Daily Lesson Plan (RPPH). The sex education planning outlined in the RPPH includes learning steps and time allocation. (2) Initially, the singing method was conducted merely as a singing activity without deeper explanation or structured learning. (3) The evaluation of the singing method measures developmental progress and follow-up actions, which are reported to parents during end-of-theme meetings. The positive impact of this method includes improved child development outcomes based on set indicators. Supporting factors in this study include parental upbringing and learning media. Meanwhile, obstacles in applying this method include children with learning delays and parents who do not participate in parenting activities.