UIN (Universitas Islam Negeri) Sunan Kalijaga, Yogyakarta: E-Journal Fakultas Ilmu Tarbiyah Dan Keguruan
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Emotional Experiences of Preschool Teachers During Learning Evaluation: A Phenomenological Study
No full textThis study explores the emotional experiences of preschool teachers during the implementation of learning evaluations. Utilizing a qualitative phenomenological approach, the research captures the lived experiences of 18 preschool teachers in Banten, Indonesia. Data were collected through in-depth interviews and observations from April to December 2023, employing snowball sampling to ensure relevant expertise. Thematic analysis revealed that teachers predominantly experienced positive emotions, such as pride, joy, and gratitude, during the planning and preparation of evaluation instruments. However, negative emotions, including anxiety and discomfort, emerged during the implementation and follow-up stages. These negative emotions were often linked to concerns about meeting educational targets and managing classroom dynamics effectively. The study identifies that positive emotions were associated with the perceived importance of evaluation planning and successful execution, while negative emotions were connected to fears of underperformance and external pressures. These findings highlight preschool teachers\u27 complex emotional landscape, emphasizing the need for professional development programs focusing on emotional regulation and stress management. The study\u27s implications suggest that fostering a supportive school environment can enhance teachers\u27 well-being and effectiveness, ultimately benefiting student outcomes. Limitations include the small, geographically limited sample and reliance on self-reported data, which may introduce bias. Future research should expand the sample size, incorporate diverse geographical locations, and utilize mixed-methods approaches to comprehensively understand teachers\u27 emotional experiences. Such research would enable the development of more effective support strategies for educators, contributing to improved educational practices and teacher satisfaction
Ethnomathematics in Traditional Food: Enhancing Mathematical Literacy in Early Childhood
No full textThis study explores the integration of ethnomathematical concepts found in traditional West Sumatran food and their influence on the mathematical literacy skills of children aged 5-6 years. Employing a quasi-experimental pretest-posttest control group design, the research aimed to compare mathematical literacy outcomes before and after ethnomathematics-based learning interventions. A purposive sample of 12 kindergarten students from Koto Besar was assessed using structured observation sheets, and data were analyzed with SPSS 22.0. Results showed significant improvements in mathematical literacy, with pretest scores ranging from 11 to 16 and posttest scores from 20 to 30, indicating a score increase of 7 to 14 points. Normality and homogeneity tests confirmed the data\u27s validity. The findings emphasize the effectiveness of using traditional food in teaching mathematical concepts, making them more relatable and engaging for young children while preserving cultural heritage. The study also highlights active participation and enhanced comprehension among children through culturally contextualized learning. Limitations include the small sample size and short intervention period, which may affect generalizability. Future research should involve larger samples and longer durations to confirm these findings and explore broader educational implications. Integrating ethnomathematics through traditional foods presents a promising strategy for improving mathematical literacy and cultural awareness in early childhood education
Development and Validation of an Instrument for Measuring Language Development in 4 to 5 Years Old Children
No full textThis research aimed to develop and validate an instrument to measure language development in children aged 4 to 5 years in kindergarten. The study followed the Plomp development model, encompassing five phases: initial investigation, design, realisation, test, evaluation and revision, and implementation. The initial investigation involved analysing theories and existing early childhood language development research. The design phase produced an initial draft of the instrument, which included a language development measurement tool, a validation questionnaire, and a user response questionnaire. Expert validation was conducted using Aiken\u27s formula to establish content validity. The instrument was then tested in three kindergartens with a sample size of 194 children. Confirmatory Factor Analysis (CFA) and descriptive analysis assessed the model’s fit and instrument reliability. Results indicated that the instrument had satisfactory content validity and construct reliability (CR > 0.7), though some fit indices, such as the Comparative Fit Index (CFI), were below ideal thresholds. The validated instrument consists of two language development scales: receptive language (e.g., understanding stories, commands, rules) and expressive language (e.g., asking and answering questions, verbal communication). The study\u27s findings imply significant applications for early childhood education, offering a standardised tool for assessing language development, guiding curriculum design, and enabling targeted interventions to improve language outcomes. Despite its strengths, the study acknowledges limitations, such as the need for better-fit indices and further empirical testing with diverse populations. Future research should focus on longitudinal studies to explore the long-term impacts of the instrument and incorporate technological advancements to enhance its accuracy and relevance. Continuous refinement and validation will ensure the instrument’s effectiveness in measuring early childhood language development
Teachers\u27 Perspectives on the Independence of Children Aged 5–6 Years Under Grandparental Care
No full textThe increasing prevalence of children being raised by their grandparents due to parental migration, economic hardship, or family separation has raised concerns regarding its impact on children\u27s autonomy and psychosocial development. This study examines teachers\u27 perspectives on the independence of children aged 5–6 years under grandparental care. Employing a quantitative descriptive design, the research assessed 119 children in Cibinong, Bogor, using an adapted version of Iijima’s (1985) independence diagnostic test. Four indicators of independence were measured: spontaneity, self-control, autonomy, and self-assertion. Descriptive statistical analysis revealed that spontaneity (M = 57.76, SD = 7.78) and autonomy (M = 31.30, SD = 4.51) were categorized as high, self-control (M = 18.73, SD = 3.17) as moderate, and self-assertion (M = 15.53, SD = 2.68) as low. These findings suggest that while children under grandparental care exhibit independence in daily activities, they struggle with self-assertion, which is crucial for effective social interactions and decision-making. The study highlights the need for targeted interventions, such as role-playing exercises and structured decision-making tasks, to strengthen self-assertion skills. Additionally, parenting workshops for grandparents could help bridge gaps in independence development. Limitations include reliance on teacher-reported data; thus, future research should incorporate observational methods and longitudinal studies to explore the long-term impact of grandparental caregiving on children\u27s independence. Understanding the implications of grandparental care is essential for designing early childhood education strategies and caregiving policies that support holistic child development
Introducing the Sounds of Objects in Early Childhood Daily Life through a Collection of Early Childhood Fairy Tales
No full textThis study examines the use of the storybook Koleksi Dongeng PAUD: Mengenal Suara di Sekitar Kita (PAUD Storybook Collection: Recognizing Sounds Around Us) as a tool to introduce everyday sounds to young children. Using a qualitative method with a content analysis approach, the research explores the narratives and illustrations in the book, which are designed to familiarize early childhood learners with various sounds. Data analysis was conducted through three main stages: data reduction, data presentation, and data verification to understand patterns in sound recognition and their impact on children’s cognitive, emotional, and social development. The findings reveal that the book introduces two main categories of sounds, those originating from humans, such as heartbeats, humming, coughing, sneezing, growling stomachs, and chewing sounds during eating, and those from the surrounding environment, such as knocking on doors, vehicle horns, breaking objects, splashing water, ticking clocks, and bicycle bells. The book fosters children’s development by introducing sound recognition, environmental understanding, and social interaction reflection. Its stories enhance self-awareness, identity formation, and language skills. This research’s significance lies in its innovative integration of auditory learning into storytelling, promoting cognitive, emotional, and moral growth in early childhood. However, it is limited by its focus on specific sounds and the lack of empirical testing to assess long-term effectiveness. Its cultural specificity may also limit broader applicability. Future studies should explore diverse sounds, including cultural and natural environments, and examine longitudinal impacts. Cross-cultural adaptations could transform similar books into universal educational tools
Keberhasilan siswa kompetisi sains madrasah nasional dalam menyelesaikan masalah matematika terintegrasi Islam pada materi segitiga
No full textThis study aims to describe the success of Madrasah Science Competition students at the national level in solving Islamic integrated math problems on triangle material. The research was conducted qualitatively on 5 students at the Madrasah Tsanawiyah (MTs) / equivalent level who participated in the Madrasah Science Competition (KSM) at the national level and successfully solved Islamic integrated mathematics problems on triangle material. The research instrument was a triangle problem given during the National KSM in 2023. The results showed the existence of two strategies that lead to success, namely success with complex mathematical proficiency and success with simple mathematical proficiency. In addition, the strategy of registering students with simple mathematical proficiency was found, namely listing from smallest to largest and listing from largest to smallest. This research contributes to science in the form of a description of students\u27 success in solving triangle problems with various solution strategies. The results of this study are useful as guidelines in designing learning designs or tools that lead to student success in solving Islamic integrated mathematics problems
Strengthening Religious Moderation through Islamic Religious Education Values at Public Senior High School 1 Bambanglipuro Bantul
No full textThis study investigates the enhancement of religious moderation by implementing Islamic religious education values at Public Senior High School 1 Bambanglipuro, Bantul. Employing a descriptive qualitative research design, data were gathered using observations, semi-structured interviews, and document analysis. The research is underpinned by Thomas Lickona\u27s theory of value education, emphasising the role of value education in shaping character and behaviour. Participants included the principal, teachers, and students selected through purposive sampling to provide comprehensive insights. The findings highlight integrating critical Islamic values such as faith, honesty, obedience, and tolerance into the school\u27s curriculum. These values are conveyed through classroom activities, extracurricular programs, and school culture, resulting in notable improvements in student behaviour, reduced inter-religious conflicts, and enhanced attitudes of tolerance and respect. The study underscores the effectiveness of Islamic religious education in promoting religious moderation and fostering a peaceful and pluralistic society. Implications for educational policy and practice are significant, suggesting that incorporating structured moral education can play a crucial role in achieving societal harmony. Recommendations include the nationwide adoption of similar educational programs and ongoing professional development for educators to ensure sustained positive impacts. Future research should expand to include more schools and regions to validate these findings further and explore additional factors influencing the success of religious moderation initiatives in educational settings
Digital Learning in Crisis: Assessing Zenius\u27s Role in Sustaining Educational Quality at Madrasah Aliyah Pondok Pesantren Ali Maksum During Pandemic Era
No full textThis study investigates the adoption of the Zenius digital learning platform at Madrasah Aliyah Pondok Pesantren Ali Maksum, an Islamic boarding school in Yogyakarta, during the pandemic era pandemic. Employing a qualitative case study methodology, the research focuses on the school\u27s strategic use of Zenius to maintain educational quality for 12th-grade students. Methodological triangulation, encompassing interviews, observations, and document analysis, enabled an in-depth evaluation of the digital learning implementation and its impacts. Key findings indicate that Zenius, with features like ZenBot, Live Classes, and a comprehensive Content Library, effectively supported the learning process, evidenced by the UTBK (University Entrance Test) scores analysis. Despite its successful application, challenges were noted in tutors\u27 subject matter mastery and the need for more individualised instruction. The study\u27s limitations include its focus on a single institution and reliance on observational data, which may affect generalizability. The research contributes to the discourse on educational technology, highlighting the necessity for adaptable, student-centred learning environments and continuous educator training. Future research directions include broadening the scope to multiple institutions and incorporating qualitative analyses to better understand technology\u27s role in education during crises. This study underscores the importance of integrating innovative educational methods, particularly in challenging times, with implications for educational policy and practices
Foundations and Contemporary Relevance of Salafi Islamic Education in Indonesia: Principles, Curriculum, and Moral Development
No full textThis study analyzes the foundational principles, curriculum structure, and contemporary contributions of Salafi Islamic educational institutions in Indonesia, focusing on their adherence to the manhaj salaf methodology. Employing a qualitative conceptual analysis through a structured literature review of 34 scholarly sources from 2010 to 2024, it explores the theological underpinnings, pedagogical approaches, and institutional responses to modernity. Salafi education prioritizes the purification of Islamic teachings, emphasizing tawḥīd, memorization of the Qur’an and ḥadīth, and traditional instructional methods such as halaqah and talaqqī. Secular knowledge integration remains minimal and strategic, preserving doctrinal orthodoxy. The institutions contribute significantly to moral and character development by fostering ethical discipline grounded in prophetic teachings. While cautious, selective adaptations to globalization and technological advances are evident, ensuring educational relevance without compromising core values. Limitations include reliance on textual analysis without empirical fieldwork, prompting recommendations for future research on practical implementations and comparative pedagogical models. The study underscores Salafi education’s vital role in maintaining Islamic orthodoxy and moral integrity within Indonesia’s pluralistic context, advocating for ongoing epistemological dialogue to balance doctrinal fidelity and educational openness
Local Wisdom Batak Toba and Nias Related to Chemical Content
No full textThis article talks about the local wisdom of the Batak Toba and Nias with the subject of chemistry. This article uses a qualitative method. The data collection techniques used are interview techniques and documentation, where the resource persons in this research are Selamat Sihombing (Batak Toba) And Gatina Halawa (Nias). The relationship between Toba Nias Batak culture and Chemistry shows that there is a tight relationship between culture and Chemistry. So every culture has good chemical elements in its manufacture, mixing, and so on., the results studies obtained conclusions of chemistry are all around us and also in the local wisdom of the Batak Toba and Nias