METODE KISAH PENDIDIKAN ANAK USIA DINI DALAM HADITS NABI

This paper aims to study the storytelling method for early childhood education in the Hadith of the Prophet Muhammad r, where many stories are told by the Prophet which contain educational values. Prophet Muhammad as a great educator realizes that the storytelling method is very effective in instilling faith and character building in children's souls, because in the storytelling method there is an attraction that can touch the souls of listeners/students as if he lives in the story and become one of the actors. The story method in Islamic education has functions and tasks that are not found in other educational methods, it is very effective for attracting the children’s attention and stimulating their brains well, and the story in the Hadith Al-Shareef has features that impact on children's psychology and education which are very strong, clear, and long-term. Therefore, The Prophet Muhammad is the most powerfull model for us in educating our children.

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Early childhood education: A meta-analytic affirmation of the short- and long-term benefits of educational opportunity.

School Psychology Quarterly ◽

10.1521/scpq.16.1.9.19163 ◽

2001 ◽

Vol 16 (1) ◽

pp. 9-30 ◽

Cited By ~ 93

Author(s):

Kevin M. Gorey

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Educational Opportunity ◽

Childhood Education ◽

Short And Long Term

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Poeticalization and Storying; www.mmm.com

Qualitative Inquiry ◽

10.1177/1077800418806613 ◽

2018 ◽

Vol 25 (7) ◽

pp. 637-640 ◽

Cited By ~ 1

Author(s):

Merete Moe ◽

Anne B. Reinertsen

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Sick Leave ◽

Working Life ◽

Well Being ◽

Work Environments ◽

Childhood Education ◽

Work World ◽

Education And Care

A threshold situation is a kind of crisis of, for example, deteriorating health. Fall 2014, a project was conducted, focusing on writing for well-being with a former employee and leader at an Early Childhood Education and Care, now on long-term sick leave. Here is her story and poem; her writings/Sis. Our stories and theory/practice/data/interpretive poems; our writings/Merete and Anne: Our companionship, company, and compassion: Sis/Merete/Anne.Com . We aim at Deleuze and Guattarian safespace writing. In modern working life participation, empowerment, governance, and self-leadership is considered vital for creating good psychosociological work environments. Foucault’s concept governmentality aims to elucidate how we are created as subjects, looking at how we are governed by others and by ourselves according to norms and expectations in organizations, society, and from ourselves. We think with poetry to open up, explore, and fabulate. We call it poeticalization and storying and work and worlds and words or rather work/world/word/making/melding/mattering/Sis/Merete/Anne: www.mmm.com .

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Implementasi Kurikulum dan Strategi Pembelajaran Pendidikan Agama Islam pada PAUD

MUDARRISA Jurnal Kajian Pendidikan Islam ◽

10.18326/mdr.v6i1.1-29 ◽

2015 ◽

Vol 6 (1) ◽

pp. 1

Author(s):

Zul Fa

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Religious Education ◽

Curriculum Implementation ◽

Implementation Process ◽

Qualitative Approach ◽

Islamic Education ◽

Religious Values ◽

Education Curriculum ◽

Childhood Education

Kurikulum merupakan bagian integral dari pendidikan. Kurikulum juga merupakan media untuk menumbuhkan nilai-nilai agama pada anak-anak, terutama di bidang pendidikan anak usia dini (usia 0-6 tahun). Fokus utama dari penelitian ini adalah beberapa Pendidikan Anak Usia Dini (PAUD) di Kota Salatiga dan Kabupaten Semarang. Penelitian ini bertujuan untuk memperoleh suatu tujuan, faktual, akurat dan sistematis proses pelaksanaan kurikulum pendidikan Islam dan strategi yang diterapkan pada objek penelitian. Data dikumpulkan dengan beberapa metode yaitu observasi, dokumentasi dan wawancara. Kemudian data yang dikumpulkan dianalisis dengan menggunakan pendekatan deskriptif kualitatif. Hasil penelitian menunjukkan pelaksanaan kurikulum pendidikan agama Islam di PAUD di Salatiga dan kabupaten Semarang sudah mengacu pada standar di Permendiknas Nomor 58 tahun 2009. Beberapa dari mereka belum mengacu patokan dasar pemerintah. Mereka juga melakukan pengembangan yang sesuai dengan karakteristik masing-masing lembaga. Bahan pendidikan agama Islam yang diberikan cocok dengan tahap perkembangan peserta didik. Materi tersebut disampaikan melalui bercerita, bercakap-cakap, tugas, Iqro ', simulasi dan praktek. Curriculum is an integral part of education. The curriculum is also a medium to cultivate of religious values in children,especially in early childhood education (ages 0-6 years). The main focus of this study is some early childhood education in Salatiga and Semarang district. This study is aimed to gain an objective, factual, accurate and systematic of curriculum implementation process of Islamic education and its strategies that applied in the research object. The data is collected by several methods namely, observation, documentation and interviews. Then the gathered data were analyzed using descriptive qualitative approach. The results indicate the implementation of Islamic religious education curriculum in early childhood education in Salatiga and Semarang districts already refers to the standards in Permendiknas No. 58 of 2009. Some of them have not referring to the government's basic benchmark. They also undertake the development which is appropriate with the characteristics of each institution. The materials of Islamic religious education is given suited with stage of learners’ development. It is delivered by storytelling, chatting, assignments, Iqro ', simulation and practice. Kata kunci: implementasi, kurikulum pendidikan Islam, strategi

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PENGEMBANGAN KARAKTER ANAK USIA DINI MELALUI SIMULASI KECAKAPAN HIDUP

JIV-Jurnal Ilmiah Visi ◽

10.21009/jiv.0802.1 ◽

2013 ◽

Vol 8 (2) ◽

pp. 85-93

Author(s):

Tri Widayati

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Character Development ◽

Life Skill ◽

Childhood Education ◽

Self Confidence ◽

Significant Difference ◽

Before And After ◽

Simulation Scenario ◽

Character Building

The purposes of this research were do describe the process of character building through life skill simulation and to develop the children’s character through life skill simulation. This action research was conducted in three early childhood education institutions for six months started from March through July 2013. The researcher did the research in collaboration with the local teachers to assess, plan, implement, observe, and do reflection. T test indicated a significant difference between the character development degree before and after the simulation. The hindrances in developing the character through life skill simulation are the children’s shy feeling and low self-confidence as well as the teachers’ limitation in designing the simple, interesting, and easy simulation scenario.

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Interiority and government of the child

Focaal ◽

10.3167/fcl.2017.770107 ◽

2017 ◽

Vol 2017 (77) ◽

pp. 76-89 ◽

Cited By ~ 1

Author(s):

Jan Newberry

Keyword(s):

Risk Management ◽

Early Childhood ◽

Early Childhood Education ◽

Good Governance ◽

Generative Power ◽

Childhood Education ◽

Education And Care ◽

Conceptual Link

Early childhood education and care programs in Indonesia developed rapidly in the aftermath of the 2006 earthquake centered south of Yogyakarta. The newly empowered self-directed learner at the center of these programs seemed to follow from the emergence of another child in this devastated landscape: the traumatized child in need of healing. The appearance of these images of childhood along with Indonesia’s neoliberal democratization reiterates the long-standing relationship between childhood and rule. Grounded in long-term ethnographic work in the Yogyakarta area, this article traces a conceptual link between the shift to transparent and accountable good governance in post-Suharto Indonesia and the desire to produce a newly transparent childhood ready for intervention. The generative power of history, trauma, and the interior self is contrasted with risk management, nongovernmental governance, and the exteriorization of self and state to challenge the unquestioned good of empowerment and transparency.

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Are there long-term benefits from early childhood education in low- and middle-income countries?

Education Policy Analysis Archives ◽

10.14507/epaa.26.3239 ◽

2018 ◽

Vol 26 ◽

pp. 122

Author(s):

M. Najeeb Shafiq ◽

Amanda Devercelli ◽

Alexandria Valerio

Keyword(s):

Early Childhood ◽

Labor Market ◽

Early Childhood Education ◽

Educational Attainment ◽

Labor Market Outcomes ◽

Market Outcomes ◽

Middle Income ◽

Childhood Education ◽

Middle Income Countries

We examine the relationship between participation in early childhood education (ECE) and various long-term outcomes: post-ECE educational attainment, the development of both cognitive and socioemotional skills, and labor market outcomes. The data are from the recent Skills Toward Employability and Productivity surveys of urban adults in 12 low- and middle-income countries. Using OLS regression and propensity score matching techniques, we find suggestive evidence of long-term benefits across countries, as well as mixed evidence within countries. Notably, we find positive and statistically significant associations between ECE participation and post-ECE educational attainment (a mean of 0.9 additional years across countries). We find relatively fewer cases of positive associations between ECE and long-term socioemotional outcomes. The evidence on ECE and labor market outcomes is varied, with positive associations for skill-use but weak associations with earnings. Such mixed results suggest that improvements in the quality of ECE programs are necessary for realizing the full range of long-term benefits.

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IMPLEMENTASI MODEL TEMATIK DALAM PEMBELAJARAN AGAMA ISLAM PADA PENDIDIKAN ANAK USIA DINI DI RAUDHATUL ATHFAL AL-JIHAD

Ta dibuna Jurnal Pendidikan Islam ◽

10.32832/tadibuna.v6i1.1016 ◽

2017 ◽

Vol 6 (1) ◽

pp. 1

Author(s):

Masdalipah Masdalipah ◽

Endin Mujahidin ◽

Ending Bahruddin

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Learning Model ◽

Islamic Education ◽

Educational Institutions ◽

Childhood Education ◽

Thematic Learning ◽

Early Childhood Institutions ◽

Experimental Group

Implementation of early childhood education (ECD) in Indonesia, especially under the auspices of Islamic educational institutions are still very limited and have not been able to cater to the educational needs of early children across Indonesia. In addition, an increase in the quantity of early childhood institutions, has not been accompanied by an increase in quality. For that, we need innovative learning model in early childhood institutions. This research focuses on the implementation of thematic learning model on Islamic Education in Raudhatulathfal Al-Jihad, which covers all aspects of planning (program), execution (process), evaluation of thematic learning, and its impact on the quality of Islamic education. The research method used was eksperimental research. In addition to testing, the researcher also collected qualitative data through observation and interviews. The study is located in the Kelurahan Kalibaru RT.02 RW.02 Kecamatan Cilodong, Depok, West Java. Formally, the tryout of study was conducted from January to July 2012. Based on the research conducted, through validation readability level, student responses and learning outcomes, the thematic learning model on Islamic education deserves to be applied to early childhood education in Raudhatulathfal Al-Jihad and also applied to other institutions those are similar. In the pre-test results, two different groups obtained about average 7.737 for the experimental group; and 7.789 for the controlled group. Once the thematic learning model on Islamic education applied, then the group of students performed post-test, the result is 8.578 for the experimental group; and 7.947 for the controlled group. The impact of the implementation of the model thematic learning on Islamic education in early childhood toward the quality of Islamic education is very significant. This is obvious from the responses of students very well, that is 96.51%, and the learning outcomes achieved 100% completion. Through a thematic learning model on Islamic education in early childhood, the average increase in the quality of education obtained in the experimental group were higher (0.841) than the controlled one (0.158). Therefore, it is highly recommended that thematic model of learning to be applied in Islamic educational institutions which organizing early childhood education with specific instructional objectives for learning Islamic Education, which covers three areas; cognitive, affective and psychomotor, so that every student in early childhood education can develop basic competencies, such as morals behavioral/social emotional, Islamic competence and other basic competences as the provision they entered to the next educational level.

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