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Contact Name
Lukman
Contact Email
putrasanggar231@gmail.com
Phone
+6282339832420
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Editorial Address
http://ejournal.iaimbima.ac.id/index.php/pelangi/about/contact
Location
Kota bima,
Nusa tenggara barat
INDONESIA
Pelangi: Jurnal Pemikiran dan Penelitian Pendidikan Islam Anak Usia Dini
Published by IAI Muhammadiyah Bima
ISSN : 2655593     EISSN : 27456439     DOI : -
Core Subject : Education,
Fokus jurnal ini adalah studi akademik dilingkup TK/PAUD dalam berbagai perspektif yang berupa artikel hasil pemikiran dan penelitian pendidikan PAUD/TK.Ruang lingkup jurnal ini mengkhususkan pada pendidikan dasar terutama dilingkup Sekolah Dasar/Madrasah Ibtidaiyah dalam berbagai disiplin ilmu dan perspektif, meliputi isu-isu sebagai berikut: 1. Kurikulum Pembelajaran PAUD/TK 2. Metodologi Pembelajaran PAUD/TK 3. Pembelajaran IPA PAUD/TK 4. Pembelajaran Bahasa PAUD/TK 5. Pembelajaran matematikan PAUD/TK 6. Assessment Pembelajaran Siswa PAUD/TK 7. Budaya dan Nilai Kaarifan Lokal di PAUD/TK
Articles 24 Documents
PERAN BAHASA IBU TERHADAP KECERDASAN BAHASA TARGET ANAK USIA 4 - 5 TAHUN DI PAUD DARUSSALAMAH BARUH SAMPANG Anam, Khoirul
PELANGI: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 1 (2019): Maret
Publisher : PELANGI: Jurnal Pemikiran dan Penelitian Islam Anak Usia Dini

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This study is entitled The Role of Mother Language on Target Language Intelligence of Children 4-5 Years Old in Darussalam PAUD Baruh Sampang. With the aim of the study is to find out the role of mother tongue on the target language intelligence of children in using language and responding to effective words of communication, both verbally and in writing. The method used is a type of descriptive qualitative approach. Data collection techniques were used observation techniques, direct communication interview techniques and documentation study techniques. The scope and limitations of this study are children who study in Early Childhood Education (PAUD) Darussalamah in the village of Baruh, Sampang Regency. Data sources which are the main subjects of this study are; First, students who study in Darussalam PAUD. Second, the teachers as correctors and children’s language motivators. Third, parents are the children’s languageenvironment. The results of this research are those children who use Indonesian as the target languages in communication are adopted from the mother tongue first and the target language later. This is where the role of mother tongue as a corrector to correct children’s language errors in using the target language,especially the teachers and parents can help the language errors of children to improve their language correctly. In this study the authors assume that mother tongue can also contribute to children’s target language intelligence.
AKTUALISASI MULTIPLE INTELLIGENCES PADA ANAK USIA 5-6 TAHUN MELALUI PERMAINAN OUTBOUND DI TAMAN KANAK-KANAK ISLAM PELANGI ANAK NEGERI YOGYAKARTA Lukman, Lukman
PELANGI: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 1 (2019): Maret
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This research is titled the actualization of multiple intelligences in children aged 5-6 years through outbound games in the Rainbow Islamic Kindergarten of Yogyakarta State Children. With the aim of analyzing and knowing the results of developing the multiple intelligences approach. This research is expected to contribute positively to the development of Early Childhood learning, especially in multiple intelligences learning in outbound games for Early Childhood, as well as reference material for Rainbow IslamicKindergarten, Yogyakarta Children and the wider community. This type of research is research (field research), namely researchers conduct direct research on the object under study and data collection found in the field. This research includes the type of qualitative research, namely research that intends to understand the phenomenon of what is experienced by the subject of research such as behavior, perceptions, motivations, actions, and others. Data collection techniques were carried out by observing passive participation, through observation, interviews and documentation, and triangulation. After the data is obtained, it checks the validity of the data, analyzes the data with steps of data reduction, data presentation, conclusions, and verification of data. Development of outbound learning is designed sothat children do not feel bored receiving learning in the classroom. The results of the research findings are: first, children can explore and express multiple intelligence in each playing activity using four types of steps,namely; (a) at the time of environmental arrangement, (b) on the footing before playing (circle time1), (c) during playing activities, (d) when stepping after playing (circle time 2 / recalling). Every outbound game always provides communication, counting, gesture, social, cooperation, naturalist, and moral values for children’s development. Second, supporting factors in the actualization of multiple intelligences in Early Childhood Through Outbound Games include; a conducive Taman Kanak environment, creative teachers, game tools that are already available, then supplemented with adequate facilities and infrastructure. While the inhibiting factors in the actualization of multiple intelligences in Early Childhood throughoutbound games include; the absence of good cooperation between teachers and parents of students, community environment, family environment, the presence of social media, and technological sophistication, so that children are very difficult to monitor.
PENINGKATAN KEMAMPUAN KOGNITIF MELALAUI BERMAIN PLAYDOUGH Susilowati, Endang; Sumiyati, Sumiyati; Subawi, Subawi
PELANGI: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 1 (2019): Maret
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This study entitled “Cognitive Capability Enhancement Through Playdough Play For Group B Children at Tunas Bhakti Kindergarten in Tlogosari Village, Tlogowungu District, Tlogowungu District, Pati District 2016/2017. With the aim of: 1) To know cognitive abilities in TK Tunas Bhakti, TlogosariVillage, Tlogowungu District, Pati District, and 2) To find out through playing Playdough can improve cognitive abilities for group B children in Tunas Bhakti Kindergarten, Tlogosari Village, Tlogowungu District, Pati Regency . The method used is classroom action research, which consists of pre-cycle, cycle I and cycle II. In cycle I playing playdough with large groups and cycle II playing playdough with small groups. For this reason the teacher includes Playdough as an additional activity in cognitive development.His research findings are that media used namely media playdough little by little the cognitive of children increasingly grow and develop well. This is proven by the achievement of indicators of children’s success thatresearchers apply that is cognitive students change from stage to stage. The criteria developed very well from the pre cycle as many as 6 children or 33.33% in the first cycle were still 6 children or 33.33% and became 10 children or 55.56%. For categories developed according to expectations of 2 children or 11.11% in the first cycle to 5 children or 27.78% and in the second cycle to 8 children or 44.44%. While for the category began to develop in the pre-cycle number of 2 children or 11.11% then dropped to 1 child or 5.56%. In the second cycle there were no children who entered the category began to develop or 0%. In the undeveloped category in the pre-cycle number 8 or 44.44%, then in the first cycle it was reduced to 6 children or 33.33% and in the second cycle not the children who entered the undeveloped category or 0%. Based on all classroom action research activities ( PTK) it can be concluded that through playdough games can improve children’s cognitive.
PERMAINAN TRADISIONAL MBOJO-BIMA TUTU KALI KU MA..MA.. UNTUK MENSTIMULASI KETRAMPILAN SOSIAL ANAK USIA DINI Masita, Masita; Ihwan, Ihwan
PELANGI: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 1 (2019): Maret
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This article is titled: Traditional Games of Tutu Kali Ku ma..ma .. To Stimulate Early Childhood Social Skill in Mboj-Bima, with the aim being to get the traditional Mbojo-Bima Tutu Kali game ma ma ... ma ... to stimulateskills social early childhood.The form of the traditional game Mbojo-Bima Tutu Kali Ku ma..ma ... is itMy tutu is ma ... ma ...Sa anggonggo wa’i le le..leu .....La Jami mpako ka dui ma mpekeI want to go to the gopa cave ina na’e gepu .....Wio wao salaja waoKido, salaja kodoI asked you to go gopa ina nae gepuThen the palms are arranged then the group leader chooses to take the hands to be pinched or ears while being lifted up to the height of the height so that it will hurt so much by saying the words: Waura do you know ...Then answered: wauraa .......Ngaha kai uta au ??????????Ngaha Kai Uta KarambaThen once the group leader asked by pinching harderNgaha ka uta au ???????????Ngaha kai uta kahoro ma roci hori ..........After that the group leader quickly removes his hand that picks his hand or ear is up to what is chosen by the leader of the game group.After that the game is done, which is hiding in places that are considered not easy for the game keeper to know, saying: Wauraa ...... ?????Waura ........ ?????Waura ....... ?????Waura ....... ?????Then answered: WauraaThen the leader of the game group sees it and says:Akaku waura eda know reThen that’s all that is done until the game is finished and you get who will be punished. The punishment was whether it was pinched, hit by the palm of his hand. Then finished my tutu times ... bro ... Traditional children’s games are born of culture. the game is a heritage, inheritance from our ancestors. So that by preserving it as the culture of our ancestors. But inheritance itself always changes according to the times and the development of culture. The relevance of the traditional game of Mojo-Bima Tutu My time is ma..ma ... to stimulate the skills of early childhood is my tutu game ma ... ma ... has a strong relationship with the growth and development of early childhood especially. With these games, it will help stimulate early childhood. So that the horizons of thinking become very broad, advanced and creative and most importantly the children will feel happy, happy and happy without any burden as a child. Children will be more open to playing with their friends and will increase intimacy between one child and another. Especially if the child has returned to their home, the socialrelations of the community with their friends are not interrupted. Usually children will always remember what they did when at kindergarten school together with their friends, then if their house is close together the children will come to their friend’s house to play again, repeating the game that has been done at the school. So that his social relations are not only with his peers but with his friends ‘brothers, his friends’ siblings, his friends ‘parents, and also his friends’ neighbors. So that social relations have beennurtured and fostered starting from this early age. When they go up to children, adolescents and adults, the lessons and experiences that they have passed through as children will affect their lives later.
PENGEMBANGAN SOSIAL- EMOSIONAL ANAK MELALUI METODE ROLE PLAYING (BERMAIN PERAN) DI KELOMPOK B ANAK USIA DINI Jamilah, Sri
PELANGI: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 1 (2019): Maret
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This article is titled Child social-emotional development through the Role Playing method in Group B Early Childhood. The aim is to know the child’s social-emotional development through the Role Playing method in Group B of Early Childhood. Child social-emotional development through the Role Playing method (role playing) in Group B Early Childhood is the development of imagination and appreciation of children who act as subjects of active learning. Role playing activities discussed in this study are one of the efforts to improve children’s social emotional abilities by developing imagination and appreciation by students by acting as living figures or inanimate objects. This game is generally carried out by more than one person, it depends on what is played.
PERMAINAN EDUKATIF UNTUK ANAK USIA DINI Saputra, Angga
PELANGI: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 1 (2019): Maret
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This article is entitled: Permanan Educative Early Childhood. With the aim is to know educational games for early childhood. Educational games for early childhood, playing is one of the words that are quite familiar to our ears, especially if we become a teacher, especially for PAUD teachers. Game tools are all tools used by children to fulfill their instincts of play. The game tools in question are for example soccer ballsfrom plastic cars, calluses, pistols, puppets, imitation of cooking tools and so on. So the educational game tool is all the game tools that children useto fulfill their instincts of play. So early childhood educational games are games that can meet the needs of children’s play instincts.
PENDIDIKAN KARAKTER DAN PENERAPANNYA PADA LEMBAGA PENDIDIKAN RAUDHATUL ATHFAL ASSA’ADAH GEMPOLTUKMLOKO-SARIREJO-LAMONGAN Dzulkarnain, Ach Dicky; Bagus Kurnia PS, Alaika M
PELANGI: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 2 (2019): September
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Pendidikan adalah suatu hal yang sangat penting, tetapi ada sebagian yang menganggapnya hanya hal yang biasa saja. Pendidikan pembentukan karakter pada anak usia dini mempunyai pengaruh yang sangat besar bagi pertumbuhan, akhlak anak tersebut, pola pikir, cara bertindak, dan tanggung jawab yang berlaku pada kehidupan sehari-hari. Usaha dalam pendidikan karakter sudah banyak sekali dilakukan oleh Sekolah seperti pada lembaga pendidikan Raudhatul Athfal Assa’adah dan juga dilakukan bersama para orang tua terutama dalam bidang peningkatan kemandirian. Tapi disisi lain juga banyak problem dalam masalah penanganan pendidikan. Keluarga adalah aspek pertama dan yang sangat berpengaruh dalam pembentukan karakter pada anak usia dini, sebagai orang tua harus bisa menanamkan kebiasaan yang baik, jika kita menanamkan kebiasaan-kebiasaan baik supaya bisa membentuk karakter yang baik pada anak usia dini, jika orang tua sering membiasakan kebiasaan buruk pada anak maka bisa dipastikan sang anak juga memiliki karakter yang buruk. Pendidikan karakter yang ada di lembaga Pendidikan Raudhatul Athfal Assa’adah GempolTukmloko Sarirejo Lamongan yang telah diterapkan yakni: 1) Membiasakan berdoa kepada Allah SWT sebelum memulai pelajaran, 2) Penerapan kejujuran dengan cara membiasakan dan mengharuskan kepada peserta didik untuk berbicara dan berbuat yang jujur, 3) Penerapan toleransi, yakni rasa menghargai antara sesama teman, 4) Penerapan kedisiplinan diterapkan di dalam kelas dimana setiap orang tua tidak ikut masuk di dalam kelas, seperti mengikuti perintah gurunya, dan lain-lain, 5) Penerapan keperdualian, seperti membuat acara kerja bakti membersihkan lingkungan sehingga peserta didik belajar rasa gotong royong, dan 6) Selalu aktif dalam acara hari nasional seperti melaksanakan upacara pengibaran bendera merah putih dalam rangka hari kemerdekaan Republik Indonesia.
PROSES PEMBELAJARAN AGAMA ISLAM UNTUK ANAK USIA DINI (AUD) Maghfiroh, Ariska; Bagus Kurnia PS, Alaika M
PELANGI: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 2 (2019): September
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Dari konsep belajar yang ditujukan untuk anak usia 0-6 tahun yang di cakup dari beberapa metode. Anak Usia Dini (AUD) akan melalui beberapa fase pengenalan belajar sejak telah lahir. Belajar juga membutuhkan metode keislaman agar tidak terjadi penyimpangan. Dalam Islam juga memberikan proses belajar dengan menurut para tokoh. Anak Usia Dini (AUD) sangat membutuhkan pengertian dari orang tuanya untuk mendapatkan perantara belajar sebelum berada di sekolah Pendidikan Anak Usia Dini (PAUD) dan Taman Kanak-Kanak (TK). Dalam kegiatan proses Belajar mengajar (KBM) tidak hanya dengan tema-tema saja, hendaknya dengan eksperimen agar anak tertarik untuk melakukan belajar. Dalam eksperimen pembelajaran juga membutuhkan ide-ide yang menarik sebaik mungkin untuk menimbulkan minat anak. Guru adalah pengaruh terpenting bagi anak usia Dini untuk mewujudkan hasil pendidikan yang kreatif dan inovatif. Proses pembelajaran agama Islam untuk Anak Usia Dini (AUD) adalah dapat dilihat pada firman Allah SWT dalam Al-Qur’an surat An-Nahl (16): 78, yang artinya: “Dan Allah mengeluarkan kamu dari perut ibumu dalam Keadaan tidak mengetahui sesuatupun, dan Dia memberi kamu pendengaran, penglihatan dan hati, agar kamu bersyukur”. Kesimpulan dari ayat diatas bahwa anak lahir dalam keadaan lemah tak berdaya dan tidak mengetahui (tidak memiliki pengetahuan) apapun. Akan tetapi Allah SWT membekali anak yang baru lahir tersebut dengan pendengaran, penglihatan dan hati nurani (yakni akal yang menurut pendapat yang sahih pusatnya berada di hati).
PENINGKATAN KETERAMPILAN MOTORIK HALUS ANAK USIA DINI (AUD) MELALUI KEGIATAN MERONCE DI TAMAN KANAK-KANAK AISYIYAH II KOTA BIMA Retnoningsih, Retnoningsih; Jamilah, Sri
PELANGI: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 2 (2019): September
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Penelitian tindakan ini berjudul Peningkatan Ketrampilan Motorik Halus Anak Usia Dini Melalui Kegiatan Meronce di Taman Kanak-Kanak Aisyiyah II Kota Bima. Dengan tujuannya adalah untuk menggambarkan proses dari hasil belajar melalui kegiatan meronce dalam upaya meningkatkan keterampilan motorik halus anak usia dini di Taman Kanak-Kanak Aisyiyah II Kota Bima. Model penelitian yang digunakan adalah metode action research.dari Kemmis dan Taggart dengan meliputi tahap-tahap: a) perencanaan (planning), b) tindakan (acting), c) pengamatan (observing), d) refleksi (reflecting), dengan subjek penelitian sebanyak 15 orang anak, pada kelompok A Taman Kanak-Kanak Aisyiyah II Tolobali Kota Bima. Teknik pengumpulan data yang digunakan adalah wawancara, observasi dan dokumentasi, sedangkan teknik analisis data yang digunakan adalah analisis data kualitatif dan kuantitatif. Hasil penelitian menjelaskan bahwa keterampilan motorik halus anak Usia Dini kelompok A meningkat, yang dilihat dari kenaikan skor klasikal dari kegiatan pra tindakan 26,8 %. Setelah diadakan siklus I menjadi meningkat 34,8%, dan siklus II meningkat menjadi 40 %. Kegiatan meronce dapat menjadi alternatif mengajarkan keterampilan motorik halus untuk anak usia dini.
METODE PENGUATAN NILAI-NILAI KARAKTER ISLAMI PADA ANAK USIA DINI DI PAUD AL-HIKMAH RABA KOTA BIMA Masita, Masita; Ihwan, Ihwan; Mujiburrahman, Mujiburrahman
PELANGI: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 1 No 2 (2019): September
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Penelitian ini berjudul “Metode Penguatan Nilai-Nilai KarakterIslami Pada Anak Usia Dini di PAUD Al-Hikmah Raba Kota Bima. Metode penelitian kualitatif dengan pendekatan desskriktif. Subyek penelitian yang dijadikan sumber data utama adalah kepala sekolah, guru-guru dan pengelola di Pendidikan Anak Usia Dini (PAUD) Al-Hikmah Raba Kota Bima. Tekhnik pengumpulan data yang digunakan yaitu dengan tekhnik observasi, wawancara dan dokumentasi. Selanjutnya analisa data dilakukan dengan beberapa tahapan yaitu: (1) Pengumpulan data, (2) reduksi data (data reduktion), (3) penyajian data (data display), dan (4) kesimpulan (verification). Waktu penelitian dilakukan selama enam bulan, yakni pada bulan januari 2019 hingga bulan juni 2019.

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