Nurturing Religious and Moral Values at Early Childhood Education

This study aims to describe the process of nurturing religious and moral values to children at early childhood education since the development of this aspect is urgent to establish the laying foundation of students’ character in the next future. This research is a qualitative descriptive study which uses participative observation, indepth-interview, and documentation to conduct the data. Meanwhile, the data analyses techniques used Miles & Huberman concept. The findings showed that nurturing religious and moral values within children at Aisyiyah 13 Kindergarten have been cultivated through scientific-based learning and indirect learning through morning activities. In the process of scientific-based learning, the teachers integrated the latest curriculum, al-Islam curriculum, and Kemuhammadiyahan with such materials that are faithful, worship, and morals. Based on the students’ performance, it is known that almost students achieved very good growth related to spiritual attitude. The last part of the article identifies the factor that support students in enhancing religious and moral values that is the curriculum framework that accommodates religious classroom environment design and the role of teachers and principals. Meanwhile, the inhibiting factors of internalizing religious and moral values to early childhood were teachers got difficulties in integrating the core material of Curriculum 2013, al-Islam, and specific content based on the school affiliated to such as Kemuhammadiyahan

Pembelajaran Daring pada Masa Pandemi Covid-19: Implementasinya pada Sekolah Menengah Pertama

Penelitian ini bertujuan untuk mengelaborasi implementasi pembelajaran daring yang dilakukan di jenjang Sekolah Menengah Pertama, di MTs Miftahul Ulum Beru, Lamongan. Kondisi pandemi covid-19 berdampak pada pola pembelajaran yang dapat diterapkan guru selama masa pandemi Covid-19 yakni pembelajaran daring dengan mempertimbangkan aspek kesehatan dan keselamatan. Penelitian ini merupakan penelitian deskriptif kuantitatif yang terfokus pada implementasi proses pembelajaran berbasis online dan preferensi media yang lebih disukai peserta didik dalam pembelajaran daring. Hasil dari penelitian ini menunjukkan bahwa siswa lebih menyukai pembelajaran secara tatap muka (face to face) daripada system daring. Namun demikian, selama pembelajaran daring, 63.2 % siswa cenderung lebih menyukai penggunaan whats’app sebagai tool dalam pembelajaran karena mudah dalam penggunaan dan berbiaya murah. Akan tetapi, selama pembelajaran online, terdapat beberapa kendala yang dialami oleh murid, guru dan orang tua dalam kegiatan belajar mengajar online yaitu sinyal yang kurang mendukung dan penambahan biaya kuota internet. Terlebih lagi, ketika pembelajaran lebih banyak bersifat penugasan, ketuntasan belajar siswa kurang menjadi perhatian sehingga berdampak pada capaian belajar sisw

Pengembangan Modul Kompetensi Berbicara Mahasiswa Prodi PGMI Fakultas Tarbiyah IAIN Sunan Ampel Surabaya

Pembelajaran di perguruan tinggi diorientasikan untuk melatih mahasiswa berpikir kritis terhadap informasi baru yang mereka terima. Oleh karena itu metode diskusi dipilih sebagai metode yang mampu mengakomodasi pencapaian kompetensi ini. Pada pembelajaran bahasa Indonesia di perguruan tinggi, mahasiswa diharapkan dapat mengemukakan gagasan keilmuan dengan kemahiran berbahasa Indonesia yang dimilikinya. Untuk mencapai harapan tersebut, perlu dilakukan pengembangan program pembelajaran bahasa Indonesia sesuai dengan prinsip-prinsip pembelajaran. Salah satu upaya yang bisa dilakukan adalah menyiapkan kondisi belajar yang lebih baik dengan menggunakan modul sebagai media pembelajaran. Pengembangan modul berbicara bahasa Indonesia pada aspek terampil berdiskusi berfungsi untuk meningkatkan kompetensi berbicara mahasiswa pada aspek berdiskusi. Pengembangan modul penelitian ini menggunakan model desain Dick & Carrey sehingga modul ini tersusun dengan komponen-komponen pembelajaran yang saling berkaitan dan harus ditempuh secara berurutan. Jenis penelitian ini adalah penelitian pengembangan karena tujuan penelitian ini adalah menghasilkan produk berupa modul sebagai wujud pengembangan materi terampil diskusi. Adapun prosedur pengembangan modul meliputi (1) menentukan mata kuliah yang dikembangkan, (2) mengidentifikasi silabus mata kuliah yang akan dikembangkan, (3) mengidentifikasi kebutuhan, (4) menyusun modul pembelajaran, (5) melakukan validasi, (6) menganalisis data, dan (7) melakukan revisi. Untuk mengetahui kualitas hasil produk pengembangan tersebut, dilakukan uji coba produk. Kegiatan ini dimaksudkan untuk mendapatkan masukan, komentar, dan saran terhadap produk yang dihasilkan. Dalam pengembangan ini, tahapan uji coba produk yang dilakukan adalah (1) uji penelaah ahli, yakni ahli isi bidang studi dan ahli desain, (2) uji coba perorangan, (3) uji coba kelompok kecil, dan (4) uji coba lapangan. Data hasil uji coba selanjutnya digunakan untuk menghitung koefisien kualitas modul. Berdasarkan nilai KKM yang diperoleh, yakni 76% maka modul ini dikategorikan layak tidak perlu revisi. Sementara efektivitas modul ditentukan berdasarkan hasil analisis keterlaksanaan RPP, keterlaksanaan diskusi kelas, aktivitas dosen, dan aktivitas mahasiswa. dari keempat komponen tersebut diperoleh rerata skor sebesar 82%, sehingga disimpulkan bahwa modul yang dikembangkan sangat efektif

Strategi optimalisasi kemampuan belajar Anak Berkebutuhan Khusus (ABK) melalui Program Pembelajaran Individual (PPI)

This article examines how to design Individual Learning Program (Program Pembelajaran Individual-PPI) to help students with special needs (Anak Berkebutuhan Khusus-ABK) to develop their potentials and to maximally resolve their learning problems. PPI is a learning program that has purpose to support ABK for being in inclusive class. The program is adapted from Individualized Educational Program (IEP) model –developed in America educational system- that contains of some learning events or programs to ABK for specific learning goal. One of inclusive schools that succeed developing PPI is Badrus Salam Islamic Elementary School, Surabaya. Based on PPI documents developed by Badrus Salam Islamic Elementary School team, steps for arranging PPI are: identifying strength, weak, characteristic and interest as the assessment on ABK, formulating specific information from assessment result to make students profiles that describe their need supports to increase students’ performance, designing learning method, and arranging evaluation method as indicator of students’ learning success. Whereas result shows that 75% ABK are able to optimize their learning ability indicated by their behaviour change. It is because teachers have some strategies to overcome it, such as: giving assignment regularly, designing media based on students’ characteristic, asking question related to learning process, and increasing teachers, peers, and parents’ role in learning process. From the explanation above, it is concluded that curriculum development in Badrus Salam Islamic Elementary School is in a standard manner, nonetheless there is special adaptation related to students’ individual needs

Strategi Optimalisasi Kemampuan Belajar Anak Berkebutuhan Khusus (ABK) melalui Program Pembelajaran Individual (PPI)

This article examines how to design Individual Learning Program (Program Pembelajaran Individual-PPI) to help students with special needs (Anak Berkebutuhan Khusus-ABK) to develop their potentials and to maximally resolve their learning problems. PPI is a learning program that has purpose to support ABK for being in inclusive class. The program is adapted from Individualized Educational Program (IEP) model –developed in America educational system- that contains of some learning events or programs to ABK for specific learning goal. One of inclusive schools that succeed developing PPI is Badrus Salam Islamic Elementary School, Surabaya. Based on PPI documents developed by Badrus Salam Islamic Elementary School team, steps for arranging PPI are: identifying strength, weak, characteristic and interest as the assessment on ABK, formulating specific information from assessment result to make students profiles that describe their need supports to increase students’ performance, designing learning method, and arranging evaluation method as indicator of students’ learning success. Whereas result shows that 75% ABK are able to optimize their learning ability indicated by their behaviour change. It is because teachers have some strategies to overcome it, such as: giving assignment regularly, designing media based on students’ characteristic, asking question related to learning process, and increasing teachers, peers, and parents’ role in learning process. From the explanation above, it is concluded that curriculum development in Badrus Salam Islamic Elementary School is in a standard manner, nonetheless there is special adaptation related to students’ individual needs

Melatih Konsentrasi Melalui Permainan Sensorimotor pada Anak Kelompok A dalam Pembelajaran Masa Kenormalan Baru di RA Muslimat NU 10 Banin Banat Gresik

The background of this research is that there are students who have difficulty concentrating when learning the new normal period in class A1 RA Muslimat NU 10 Banin-Banat Gresik. The purpose of this study was to describe the application of sensorimotor play used to train concentration and to find out the supporting and inhibiting factors for the application of sensorimotor play used to train concentration. This research uses qualitative research with a case study approach. The results showed that the teacher of class A1 applied auditory sensorimotor play using pop up story books at the beginning of the lesson and at the end of the lesson. In addition, the teacher also applies a proprioceptive sensorimotor play using lego and bombic which are usually done during the safety corner, when the child has completed all his tasks. Factors that support the application of sensorimotor play to train children's concentration are the availability of media, increase children's insight, increase children's vocabulary, develop aspects of children's social emotional development, while the inhibiting factors are difficulties in conditioning students, the amount or quantity of media that is lacking

Principals’ Leadership to Improve the Quality of Early Childhood Education at The 4.0 Era

School Principals are an internal school entity possessing a strategic influence on the creation and realization the quality of school. Leadership is considered relevant for improving the quality of Early Childhood Education (ECE) in responding the 4.0 era. Therefore, the aim of this research is to outline knowledge, skills, and personal traits needed by principals to respond the fourth industrial revolution. The data collection methods employed was in-depth interview to 10 selected ECE principals and documentation. Questionnaire was also used to gained the data about school principal's leadership skill. Finding shows that school that schools’ principal leadership competencies needed in the 4.0 era are understanding principals’ role as leader of learning, leader of student entitlement, leader of capacity building, leader of community, and leader of resource management. Among those competencies, principals at early childhood thought that schools’ principal role as a leader of resource management is the most important aspect that impact to school leadership success in improving the quality of early childhood education. This study also reveals that a good school principal should perform good emotional intelligence that are self-awareness, social awareness, relationship management, and self-management

KESEJAHTERAAN PSIKOLOGIS ANAK USIA DINI DALAM PEMBELAJARAN PADA MASA PANDEMI COVID-19

Masa pandemi mengharuskan untuk membatasi diri berinteraksi dengan banyak orang. Dimana interaksi dalam pembelajaran untuk anak usia dini sangatlah penting demi pertumbuhan dan perkembangannya. Di RA Darun Najah tepatnya kelompok B1 banyak anak yang memiliki kesejahteraan psikologis baik dalam pembelajaran daring maupun luring. Penelitian ini menggunakan metode penelitian kualitatif dengan jenis penelitian deskriptif kualitatif. hasil penelitian membuktikan bahwa kesejahteraan psikologis anak di RA Darun Najah dapat terbentuk karena para guru di RA Darun Najah memperhatikan kenyamanan dan kesenangan anak saat disekolah  yang dapat dilakukan dengan berbagai cara untuk menumbuhkan kesejahteraan psikologis yang positif bagi perkembangannya

Trend Pola Asuh Orang Tua dalam Pendampingan Model Pembelajaran Blended Learning pada Masa Pandemi Covid-19

This study discusses parenting styles in assisting students’ learning with blended learning model in RA. Sunan Ampel, Pasuruan. During the Covid-19 pandemi, RA Sunan Ampel implemented a blended learning model by combining online and offline learning. This study implies descriptive quantitative approach that used questionnaire as the instruments to collect the data. The questionnaire was distributed online to 11 parents of RA students as respondents. The results showed that almost parents have a authoritative parenting style indicated by parents’ attitude in engaging children to learning while playing. Meanwhile, such parents also applied permissive parenting characterized by parents’ intervention on children’s activites and no force for children to learn. Besides that, parents with authoritarian showed that they obey strict rules and punishments when children broke the rules. Above all, such uninvolved parenting implemented during the covid-19 indicated by negligent attitude of parents in engaging students’ learning

Peningkatan Pemahaman Siswa Terhadap Teks Eksposisi Melalui Strategi Membaca Pemahaman SQ3R pada Siswa Kelas VII Mts Wachid Hasyim Surabaya

Based on preliminary study, it was found that 62% of students at the seventh grade of MTs Wachid Hasyim Surabaya were not able to answer inferential and referential question to fulfil reading comprehension. Therefore, this study used classroom action research by implementing Survey, Question, Read, Recite, dan Review (SQ3R) reading strategy to improve students’ ability in reading comprehension. This research was conducted in two cycles. The result showed that 83% students were able to answer inferential and referential question to understand the text at the first cycle and 97 % at the second cycle. It means that there was an increase of 14% from the first cycle to the second cycle. Meanwhile, 79% students had reached mastery learning to rewrite the text on students’ own language