scholarly journals Isomorphic Learning Model Based on the Qur'an in Early Childhood

2021 ◽  
Vol 13 (2) ◽  
pp. 1452-1463
Author(s):  
Made Saihu
Keyword(s):  
Early Childhood ◽  
Moral Education ◽  
Parental Support ◽  
Qualitative Method ◽  
Learning Model ◽  
Islamic Education ◽  
Model Based ◽  
Surrounding Environment ◽  
Worship Education ◽  
The Mind

This study discusses the isomorphic learning model based on the Qur'an in early childhood Islamic education. This study uses a descriptive qualitative method which was confirmed by three educators at PIAUD Amanah Bunda Tangerang during December 2019 to February 2020 through deep interviews. Research shows that in applying the isomorphic learning model, educators have several obstacles, namely: lack of parental support, lack of support from the surrounding environment, and lack of ability of educators to explore educational concepts in the Qur'an. Some of these obstacles can be overcome by conducting home visits, educational partners, and upgrading the study of the Qur'an. This study also shows that to foster noble character, it is carried out by introducing moral education, worship education and monotheism education. If associated with the isomorphic learning model, moral education is related to the disciplines of psychology, sociology, anthropology. While worship education is closely related to the science of health, nutrition and physiology. Finally, monotheism education is related to the science of neuroscience, aiming to optimize the work of the mind to study all of Allah's creations that exist on earth and in the sky. Thus, the isomorphic learning model based on the Qur'an which focuses on aspects of faith and morality as the foundation for early childhood Islamic education becomes an obligation to be implemented.

scholarly journals EARLY CHILDHOOD ISLAMIC EDUCATION IN DISRUPTION ERA

2019 ◽  
Vol 3 (1) ◽  
pp. 36-45
Author(s):  
Aulia Wahyunisa
Keyword(s):  
Early Childhood ◽  
Character Education ◽  
Family Environment ◽  
Islamic Education ◽  
Roles And Responsibilities ◽  
The People ◽  
Good School ◽  
Good Advice ◽  
Worship Education ◽  
Education And Development

Islamic Education for Early Childhood should be based on the values of manners, characters or moral animated by the Al-Quran and Sunnah. Achieving manners, characters or the perfect moral are the real purpose of education. Additionally, manners, characters or morality is a basic foundation of one's life in society and the state. The purpose of this paper is to know more clearly what is Early Childhood Islamic Education (PIAUD), and how these concepts in disruption era. The conclusion is the Early Childhood Islamic Education will get more from a family environment, education as a preparation for the child to live in the larger environment, the people. The education should be given to early children is 1) Faith Education and Investment 2) Worship Education and Investment 3) Character Education and development. The Islamic concepts of early childhood education in the era of disruption must start from the family as the first education for children. And the things that must be waged to the families in order to instill the concept of Islamic education itself are: 1) Parents should understand their roles and responsibilities; 2) Family as the first education for children; 3) Commitment to being a good educator for children: 4) Modelling the Prophet as an example; 5) Choose a good school for the children; 6). Being a parent does not have to know everything. And all the concepts of Islamic education will be given to the children by doing the method of habituation, modelling, giving good advice, every attitudes should be punished or rewarded, ordering and prohibiting.

scholarly journals Early Childhood Learning Model Based On Local Wisdom Entrepreneurship In Banten Province

2021 ◽  
Vol 6 (1) ◽  
pp. 78-87
Author(s):  
Umayah Umayah ◽  
Muhiyatul Huliyah
Keyword(s):  
Qualitative Research ◽  
Early Childhood ◽  
Research Methods ◽  
Life Skills ◽  
Learning Model ◽  
Field Trips ◽  
Qualitative Research Methods ◽  
Learning Models ◽  
Model Based ◽  
Early Childhood Learning

Abstract This study uses descriptive qualitative research methods. The aim of this study was to obtain information about early childhood learning based on local wisdom entrepreneurship. This research was conducted at TK Bona Kota Serang and RA Daarul Muqimien Tangerang Regency. The results obtained in this study show that TK Bona have implemented entrepreneurship learning through "market days" activities. Another activity carried out at TK Bona in order to develop life skills is the overnight activity at a pesantren or "mondok". At RA Daarul Muqimien, the learning model in the context of instilling entrepreneurial values were carried out through market day activities, cooking days, and field trips. It is hoped that the results of this study can become a reference for further research in developing early childhood learning models based on local wisdom entrepreneurship. Keywords: early childhood, learning models, local wisdom, entrepreneurship, Banten

scholarly journals Movie Media with Islamic Character Values to shaping “Ahlaqul Karimah" in Early Childhood

2020 ◽  
Vol 14 (1) ◽  
pp. 185-200
Author(s):  
Suhartini Nurul Azminah
Keyword(s):  
Early Childhood ◽  
Child Development ◽  
Character Education ◽  
Moral Education ◽  
Meaning Making ◽  
Islamic Education ◽  
Religious Values ◽  
Computer Assisted ◽  
Education Journal ◽  
Islamic Values

ABSTRACT: Character education in Islam has its own style, as well as the character values con- tained in various learning media for early childhood. This study is a follow-up study to find the effect of Movie Media with Islamic Character Values (M-ICV) in shaping "Ahlaqul Karimah" in early childhood. Using an experimental method with a control class, which involved 19 respondents of early childhood. Data shows that the ttest < t table (0.75 < 2.110), meaning that there is a significant difference in effect between the experimental class and the control class. The results conclude that M-ICV is able to form a child's "Ahlakul Karimah" slowly, because the child likes various movies with content interesting and easy to imitate. The implications of further research on movie content development for children are able to develop other aspects of children's development. Keywords: Early Childhood, Ahlakul karimah, Islamic Character Values Movie Media References: Al-Qardawi, Y. (1981). al-Khasais al-`ammah lil Islami [The general criteria of Islam]. Qaherah: Makatabah Wahbah. An-Nawawi, Y. ibn S. (2000). Imam Nawawi’s Forty Hadith Yahya ibn Sharaf an-Nawawi. Ethiopia: Gondar. Bae, B. (2012). Children and Teachers as Partners in Communication: Focus on Spacious and Narrow Interactional Patterns. International Journal of Early Childhood, 44(1), 53–69. https://doi.org/10.1007/s13158-012-0052-3 Balakrishnan, V. (2017). Making moral education work in a multicultural society with Islamic hegemony. Journal of Moral Education, 46(1), 79–87. https://doi.org/10.1080/03057240.2016.1268111 Budiningsih, C. A. (2004). Pembelajaran Moral: Berpijak pada Karakteristik Siswa dan Budayanya. Jakarta: Rineka Cipta. Chalik, L., & Dunham, Y. (2020). Beliefs About Moral Obligation Structure Children’s Social Category-Based Expectations. Child Development, 91(1), e108–e119. https://doi.org/10.1111/cdev.13165 Danby, Susan, & Farrell, A. (2005). Opening the Research Conversation. In A. Farrell (Ed.), In Ethical Research with Children (pp. 49–67). Maidenhead: Open University Press. Departemen Agama RI. (2007). Al-Qur’an dan Terjemahannya Al-Jumanatul’ali (pp. 1–1281). pp. 1–1281. Medinah Munawwarah: Mujamma’ Al Malik Fahd Li Thiba’ at Al Mush-haf. Ebrahimi, M., & Yusoff, K. (2017). Islamic Identity, Ethical Principles and Human Values. European Journal of Multidisciplinary Studies, 6(1), 325. https://doi.org/10.26417/ejms.v6i1.p325-336 Embong, R., Bioumy, N., Abdullah, N. A., & Nawi, M. A. A. (2017). The Role of Teachers in infusing Islamic Values and Ethics. International Journal of Academic Research in Business and Social Sciences, 7(5). https://doi.org/10.6007/ijarbss/v7-i5/2980 Gopnik, A., & Wellman, H. M. (2012). Reconstructing constructivism: Causal models, Bayesian learning mechanisms, and the theory theory. Psychological Bulletin, 138(6), 1085–1108. https://doi.org/10.1037/a0028044 Halstead, J. M. (2007). Islamic values: A distinctive framework for moral education? Journal of Moral Education, 36(3), 283–296. https://doi.org/10.1080/03057240701643056 Hamdani, D. Al. (2014). The Character Education in Islamic Education Viewpoint. Jurnal Pendidikan Islam, 1(1), 97–109. Herwina, & Ismah. (2018). Disemination of Tematic Learning Model Based on Asmaul Husna in Improving Early Childhood’s Religious Values at Ibnu Sina Kindergarten. Indonesian Journal of Early Childhood Education Studies, 7(1). https://doi.org/10.15294/ijeces.v7i1.20186 Ibn Anas, I. M. (1989). Al-muwatta (trans. A. A. Bewley). London: Kegan Paul International. Letnes, M.-A. (2019). Multimodal Media Production: Children’s Meaning Making When Producing Animation in a Play-Based Pedagogy 180–195. London: Sage. In C. Gray & I. Palaiologou (Eds.), In Early Learning in the Digital Age. London: Sage. Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1–15. https://doi.org/10.1080/03057240.2015.1136601 Mahmud, A. H. (2004). khlak Mulia, terjemahan dari al-Tarbiyah al-Khuluqiyah. Jakarta: Gema Insani Press. McGavock, K. L. (2007). Agents of reform?: Children’s literature and philosophy. Philosophia, 35(2), 129–143. https://doi.org/10.1007/s11406-007-9048-x Miskawayh, I. (1938). Ta╪dhib al-Akhlāq wa Ta╢hir al-‘Araq, ed. Hasan Tamim. Bayrūt: Manshūrat Dār al-Maktabah al- ╩ayat. Narvaez, D., Gleason, T., Mitchell, C., & Bentley, J. (1999). Moral theme comprehension in children. Journal of Educational Psychology, 91(3), 477–487. https://doi.org/10.1037/0022-0663.91.3.477 Plowman, L., & Stephen, C. (2007). Guided interaction in pre-school settings. Journal of Computer Assisted Learning, 23(1), 14–26. https://doi.org/10.1111/j.1365-2729.2007.00194.x Rahman, F. (1985). Law and ethics in Islam. In Ethics in Islam (R. G. Hova, pp. 3–15). California: Undena Publications. Ramli. (2003). Menguak Karakter Bangsa. Jakarta: Grasindo. Rhodes, M. (2012). Naïve Theories of Social Groups. Child Development, 83(6), 1900–1916. https://doi.org/10.1111/j.1467-8624.2012.01835.x Rossiter, G. (1996). Science, film and television: An introductory study of the “alternative” religious stories that shape the spirituality of children and adolescents. International Journal of Children’s Spirituality, 1(1), 52–67. https://doi.org/10.1080/1364436960010108 Shihab, M. Q. (2001). Tafsîr al-Mishbâh. Jakarta: Lentera Hati. Sukardi, I. (2016). Character Education Based on Religious Values: an Islamic Perspective. Ta’dib, 21(1), 41. https://doi.org/10.19109/td.v21i1.744 Tamuri, A. H. (2007). Islamic Education teachers’ perceptions of the teaching of akhlāq in Malaysian secondary schools. Journal of Moral Education, 36(3), 371–386. https://doi.org/10.1080/03057240701553347 udir.no/rammeplan. (2017). Framework Plan for Kindergartens (p. 64). p. 64. Norwegian: Directorate for Education and Training. Walzer, R., & Gibb, H. A. R. (1960). Akhlak: (i) survey of ethics in Islam. In The encyclopaedia of Islam (H. A. R. G, p. 327). London, Luzac. Wonderly, M. (2009). Children’s film as an instrument of moral education. Journal of Moral Education, 38(1), 1–15. https://doi.org/10.1080/03057240802601466

scholarly journals Need Analysis of Academic Writing Teaching Model Based on Process-genre Approach: What Do They Really Need?

2020 ◽  
Author(s):  
Helaluddin Helaluddin
Keyword(s):  
Academic Writing ◽  
Writing Assessment ◽  
Qualitative Method ◽  
Sampling Technique ◽  
Learning Model ◽  
Teaching Model ◽  
Learning Needs ◽  
Model Based ◽  
Need Analysis ◽  
Writing Instructions

This study aims to investigate the needs of students and lecturers in writing instructions using the process genre approach. Besides, this research is also based on facts which reveal that decision making on learning objectives is only taken from the curriculum and syllabus review used. But unfortunately, the preference of students and lecturers for learning needs is actually ignored. The method used in this study is a qualitative method using questionnaires and interviews as research instruments. The number of participants in this study was 3 Indonesian language lecturers and 65 students at the State Islamic University of Sultan Maulana Hasanuddin Banten. The participants of the students were selected by using a purposive random sampling technique. The results showed that the need for a writing learning model design using the process genre approach. Specifically, the findings of this study include several aspects needed by students and lecturers, namely: (1) a comprehensive learning approach involving students, colleagues, and lecturers, (2) writing assessment must cover broader aspects, and (3) the need for publication as part of the writing activity. Furthermore, the syntax in the learning model based on the needs analysis is: (1) recognize the form of the text, (2) analyze the text, (3) discuss the text, (4) write the text independently, (5) finalize the text, and (6) publish the text.

scholarly journals Development of Islamic Religious Education Learning Model based on Multicultural Values

2019 ◽  
Vol 1 (1) ◽  
pp. 1-19
Author(s):  
Amiruddin Amiruddin ◽  
Askar Askar ◽  
Yusra Yusra
Keyword(s):  
Multicultural Education ◽  
Religious Education ◽  
Lesson Plan ◽  
Learning Model ◽  
Islamic Education ◽  
School Level ◽  
Design Development ◽  
Learning Models ◽  
High School Level ◽  
Model Based

The focus of this study is to examine the design development of multicultural value-based Islamic education learning models at the high school level. This research is qualitative research. Data collection is done by observation, interview, and documentation. While the data analysis technique used is data reduction, data presentation, data verification, and drawing conclusions. The results of the study showed that, the design of the development of the learning model that determined multicultural values, which were integrated in the Islamic Religious Education subject, b) syllabus, c) lesson plan, d) used the Islamic education learning model based on multicultural values, and c) conducted an assessment towards the process of learning activities, which is a follow-up to learning, the approach to developing learning models, namely the approach to justice and equality without discrimination, called cultural pluralism, which provides opportunities and freedom for all elements to show and develop their respective identities, both from language, ethnicity, religion and so on. While developing models of Islamic education learning based on multicultural values ​​because; a) multicultural education is not a special subject, b) promotes equality between students of different backgrounds, c) the diversity of students that causes misunderstandings that can lead to disputes between fellow students.

scholarly journals Thematic Learning Based On Physical Literacy for Early Children

2021 ◽  
Vol 6 (2) ◽  
pp. 318-331
Author(s):  
Asep Suherman ◽  
Adang Suherman ◽  
Tite Juliantine ◽  
Agus Mahendra
Keyword(s):  
Early Childhood ◽  
Motor Development ◽  
Early Childhood Development ◽  
Learning Model ◽  
Childhood Development ◽  
Social Psychological ◽  
Literature Study ◽  
Physical Literacy ◽  
Model Based ◽  
Thematic Learning

This study aims to develop a thematic learning model based on physical literacy for early childhood. This needs to be done because physical literacy can increase children's physical activity through various kinds of contextual movements so that learning becomes more fun, optimizes children's motor development, which will impact the development of other aspects, and reduce the risk of obesity. The research method used is a literature study with an integrative review approach with literature sources in books, international modules, and national and international research journals. Based on the literature review results, the initial design of the thematic learning model based on physical literacy consists of the phases of apperception, warming up, observation, playing, reflection, and cooling down. In each of these learning phases, physical literacy domains are integrated, including social, psychological, physical, and cognitive. Integrating all parts of physical literacy in each stage of learning is carried out so that the stimulus for early childhood development can run comprehensively.

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

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

<p>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.</p><p class="Affiliation"><strong><em><br /></em></strong></p>

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