E-Journal UIN Mahmud Yunus Batusangkar
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Enhancing Imagination Through Finger Painting Activities in 5-6 Year Olds
Full text linkThe development of imagination in early childhood is crucial for supporting creativity and cognitive abilities. This study aims to enhance the imagination of children aged 5-6 years through the finger painting activities┬áusing Classroom Action Research (CAR) with two cycles, involving 15 children aged 4-6 years as subjects. Initial observations revealed that most children were in the "not yet developed" category. In Cycle I, free experimentation with finger painting improved their status to "starting to develop" and "developing as expected." In Cycle II, structured instructions and more varied colors resulted in most children reaching the "developing as expected" category. Finger painting proved effective in fostering imagination, creativity, and confidence in early childhood.┬á┬á┬
Strengthening Spiritual Character through Tauhid-Based Learning in Integrated Islamic Kindergarten
Full text linkTauhid-based education plays a crucial role in shaping the spiritual character of young children. This study aims to analyze the implementation of tauhid learning and its influence on the development of children's spiritual character at Waladun Shalih Integrated Islamic Kindergarten in Palopo City. A qualitative case study approach was employed to gain an in-depth understanding of tauhid-oriented educational practices within an integrated Islamic school environment. Data were collected through observation, in-depth interviews, and documentation, involving the principal, teachers, staff, and group B children (aged 5ÔÇô6 years) as research subjects. The findings reveal that tauhid learning is implemented in a structured manner through thematic approaches and daily spiritual activities such as collective prayer, Dhuha prayer, morning dhikr, and the introduction of Asmaul Husna. Teachers serve as role models in spirituality and behavior, functioning as direct media for instilling tauhid values. The formation of children's spiritual character is further supported by a religious school environment and active parental involvement through parenting programs. These results affirm that the implementation of tauhid learning significantly contributes to building the foundation of faith and spiritual character in early childhoo
Socio-Emotional Behavior of Early Childhood in the Context of Play in the Bulo Neighborhood
Full text linkThe development of socio-emotional behavior in early childhood is a crucial foundation for future social interaction and psychological well-being. This study aims to describe the forms of socio-emotional behavior in children aged 4ÔÇô5 within the context of play, identify influencing factors, and analyze the role of parents in supporting this development. A descriptive qualitative approach was used, with data collected through in-depth interviews and documentation involving 33 parents in the Bulo neighborhood, Walenrang Subdistrict, Luwu Regency. The findings indicate that most children demonstrated positive socio-emotional abilities, such as engaging in healthy interactions, independence, conflict resolution, and appropriate emotional expression. Key supporting factors include family environment, peer presence, quality of social interaction, and parental involvement in play activities. These results highlight the importance of synergy among families, communities, and educational institutions in creating a supportive and meaningful developmental environment for young children
Elaborating Islamic Educational Values in the Nussa and Rara Series for Early Childhood: The Episode "Makan Jangan Asal Makan"
Full text linkInstilling religious values from an early age is essential in shaping childrenÔÇÖs moral and spiritual character. The Nussa and Rara animated series serves as an engaging educational medium for young audiences. This study aims to explore the Islamic educational values presented in the episode ÔÇ£DonÔÇÖt Eat CarelesslyÔÇØ and examine its implications for early childhood education. A descriptive qualitative method with content analysis was employed. The results reveal the presence of aqidah values (faith in Allah as the provider), ibadah values (reciting basmalah, eating with the right hand, drinking in three sips), and akhlaq values (maintaining health, etiquette, and cleanliness). These values are delivered through songs and visuals that are appealing and easily understood by young children. The findings suggest that religious-themed animations like Nussa and Rara can serve as effective alternative media for Islamic character education. They also support their use by educators and parents as supplementary learning tools in early childhood education settings.┬
The Influence of Responsive Parenting and Balanced Nutrition on Early Childhood Independence and Stunting Prevention
Full text linkResponsive parenting and balanced nutrition are essential factors supporting the holistic development of early childhood. This study examines the influence of these two factors on children’s independence and stunting prevention using a quantitative correlational approach involving 46 parents at KB RA Mina Jadid, Mojokerto. Data were collected through a Likert-scale questionnaire and analyzed using descriptive statistics and Pearson Product Moment correlation. The results show that responsive parenting (4.46), balanced nutrition (4.33), and children’s independence (4.25) fall into the high category. Strong positive correlations were found between responsive parenting and independence (r = 0.71), balanced nutrition and independence (r = 0.76), as well as between parenting and nutrition (r = 0.77). Anthropometric measurements also indicate that most children fall within the normal growth range. These findings confirm that responsive parenting and balanced nutrition significantly contribute to enhancing children’s independence and reducing the risk of stunting
Nutrition Counseling Towards Maintaining an Ideal Body Weight for PKK Mothers of Claster Nirwana Arenjaya Residents
No full textA healthy and balanced diet is very important in preventing non-communicable diseases and maintaining ideal body weight. However, public awareness and understanding, especially adult women as the main determinant of family food consumption, are still limited. This study aims to determine the increase in knowledge of adult women and to determine the nutritional status of adult women in the Nirwana Aren Jaya Cluster. The method used is health education in the form of interactive lectures with poster and leaflet. To assess the increase in knowledge, a pre-test and post-test were conducted, as well as Body Mass Index (BMI) measurements to assess nutritional status. A total of 18 respondents participated in this activity in full. The results showed a statistically significant increase in knowledge, with an average pre-test score of 7.11 and a post-test of 8.5 (p-value = 0.019). BMI measurements showed that 55.6% of respondents were in the obese category, 22.2% were overweight, and 22.2% had normal nutritional status. This study proves that nutritional education delivered through simple visual media can effectively increase mothers' knowledge about the importance of consuming healthy foods. This can be an initial step in efforts to improve diet and reduce the risk of obesity in the community. Consistent and easily accessible education is needed to form long-term behavioral changes for improving quality of life. The conclusion of this activity is an increase in knowledge in adult women and knowing the nutritional status with a high obesity category in adult women
Developing a Congklak-Based Module to Enhance Early Childhood Number Recognition in the Independent Curriculum
No full textNumber recognition is a crucial component of early childhood cognitive development and is a key focus in the Independent Curriculum. Traditional teaching methods often struggle to fully engage young learners, highlighting the need for innovative, developmentally appropriate learning media. This study aimed to develop a Congklak-based learning module to enhance early childhood number recognition within the framework of the Independent Curriculum. Using a Research and Development (R&D) approach with the ADDIE model, which includes stages of analysis, design, development, implementation, and evaluation, this study involved 4 teachers and 30 children from Group B at TK Mansurin, Tarakan City. Data were collected through expert validation, teacher practicality questionnaires, and pre-test and post-test assessments of number recognition. Expert validation of the module indicated high validity with an average score of 92.43%, and teacher assessments revealed the module was highly practical with a score of 89%. The effectiveness of the module was analyzed using the Wilcoxon test, which demonstrated a statistically significant improvement in number recognition (p < 0.05). The average N-Gain of 0.68 confirmed the moduleÔÇÖs moderate effectiveness. The study concludes that the Congklak-based module is a valid, practical, and effective tool for enhancing early childhood number recognition within the Independent Curriculum, suggesting that traditional games can play a valuable role in modern educational settings.┬á┬áNumber recognition is a crucial component of early childhood cognitive development and is a key focus in the Independent Curriculum. Traditional teaching methods often struggle to fully engage young learners, highlighting the need for innovative, developmentally appropriate learning media. This study aimed to develop a Congklak-based learning module to enhance early childhood number recognition within the framework of the Independent Curriculum. Using a Research and Development (R&D) approach with the ADDIE model, which includes stages of analysis, design, development, implementation, and evaluation, this study involved 4 teachers and 30 children from Group B at TK Mansurin, Tarakan City. Data were collected through expert validation, teacher practicality questionnaires, and pre-test and post-test assessments of number recognition. Expert validation of the module indicated high validity with an average score of 92.43%, and teacher assessments revealed the module was highly practical with a score of 89%. The effectiveness of the module was analyzed using the Wilcoxon test, which demonstrated a statistically significant improvement in number recognition (p < 0.05). The average N-Gain of 0.68 confirmed the moduleÔÇÖs moderate effectiveness. The study concludes that the Congklak-based module is a valid, practical, and effective tool for enhancing early childhood number recognition within the Independent Curriculum, suggesting that traditional games can play a valuable role in modern educational settings.┬áKeywords: Congklak Game Module, Independent Curriculum, Number Recognition, Early Childhood Educatio
The Effect of the Outing Class Method on the Naturalist Intelligence of Children Aged 5-6 Years
No full textNaturalist intelligence is a fundamental domain of early childhood development, reflecting children's capacity to observe, identify, and relate to elements of the natural world an ability that is increasingly essential in fostering ecological consciousness from an early age. This study aims to determine the effect of the outing class learning method on the naturalist intelligence of children aged 5-6 years. The research employed a Quasi-Experimental Design. Participants consisted of 20 children from Group A and Group B at Rahmatul Iman II Kindergarten. Using simple random sampling, ten children were assigned to the control group (Group A) and ten to the experimental group (Group B). Data were collected through structured observation to assess indicators of naturalist intelligence. Data analysis included both descriptive and inferential statistics, namely normality tests, homogeneity tests, and independent t-tests. The findings revealed a statistically significant difference between the experimental and control groups, with the experimental group showing a more substantial improvement in naturalist intelligence. The analysis confirmed this outcome, as the calculated t-value was substantially higher than the critical value, leading to the rejection of the null hypothesis. It can thus be concluded that the outing class method has a significant and positive impact on the development of naturalist intelligence in children aged 5-6 years. These findings imply that integrating experiential outdoor learning into early childhood education may serve as an effective approach to nurturing environmental sensitivity and holistic development.
Early Childhood Teachers’ Perceptions at "Rumah Bermain Ku" Regarding Digital Books and Printed Books as Learning Media
No full textThis stydy aims to explore teachers' perceptions regarding the use of digital books and printed books in early childhood education. Using a qualitative phenomenological approach, this study involved six teachers from one private early childhood education institution selected purposively, namely PAUD Rumah Bermain Ku in Depok City. Data were collected through observation, documentation, and in-depth interviews. The analysis included stages of reduction, display, and conclusion. The results showed that teachers preferred printed books, which were considered more appropriate for early childhood development, effective in maintaining children's focus, and supporting interactions between teachers and students. However, challenges for digital books included distractions, infrastructure issues, and a lack of teacher training. To increase digital book usage, actions like digital literacy training and providing more devices are needed. Teachers should combine printed and digital resources and collaborate on effective learning strategies.
The Impact of Balanced Nutrition Education on Efforts to Prevent Stunting in Early Childhood
No full textThis study aims to examine the impact of balanced nutrition education on stunting prevention efforts among early childhood learners in a Kindergarten setting. A mixed-methods approach was employed, integrating both qualitative and quantitative data to obtain comprehensive and reliable findings. The research subjects consisted of 15 children, including 5 boys and 10 girls. Data were collected through observation, questionnaires, interviews, and documentation, and analyzed using complementary qualitative and quantitative techniques. The results show that the overall achievement of balanced nutritional eating patterns reached 100%. Furthermore, the average score of children’s balanced nutrition eating behavior was 41.5%, categorized as “developing as expected” (BSH). These findings indicate that balanced nutrition education has a significant positive effect on stunting prevention efforts among early childhood learners aged 4–6 years in the Kindergarten context. The study suggests that early and consistent nutrition education should be integrated into school programs as well as family involvement activities to strengthen stunting prevention initiatives. Future research is recommended to include larger participant groups and utilize longitudinal approaches to examine long-term changes in children’s nutritional behaviors