Jurnal Adzkiya

Pengaruh Kompetensi Pedagogik Terhadap Kesiapan Guru dalam Pendidikan Inklusi di RA Mutiara Insani Kota Batam

Nurhayati — 2025-12-28

This study aims to describe the influence of pedagogical competence on teachers’ readiness in implementing inclusive education at RA Mutiara Insani, Batam City. The research employed a descriptive qualitative approach using observation and in-depth interviews as data collection techniques. The research subjects consisted of nine teachers directly involved in inclusive learning practices. The findings indicate that RA Mutiara Insani has integrated inclusive education services in a sustainable manner through the admission of children with special needs, limitation of new student enrollment, collaborative initial assessments conducted by teachers and psychologists, as well as regular monitoring and evaluation of children’s development. In addition, the school involves professional psychologists in teacher training as shadow teachers and provides parenting programs for parents, including home-based intervention guidance. The results show that teachers’ pedagogical competence significantly influences their readiness to implement inclusive education, particularly in understanding learners’ characteristics, designing adaptive learning, applying responsive teaching strategies, and conducting continuous developmental evaluations. This study concludes that strengthening pedagogical competence through continuous training, professional mentoring, and school–family collaboration is a key factor in the successful implementation of inclusive education in early childhood education settings.

Implementation of Free Nutritious Food Provision (MBG) for Balanced Nutritional Intake and Early Childhood Cognitive Development at Raudhatul Athfal

Yuli Fatimah Warosari — 2025-12-28

Providing balanced nutrition is the main foundation in supporting the growth and development of early childhood, especially cognitive development. The Free Nutritional Food Program (MBG) is one of the strategic efforts of the government and educational institutions to ensure adequate nutrition for children, including in Raudhatul Athfal (RA) educational units. This article aims to analyze the implementation of the MBG program regarding balanced nutrition intake and its implications for the cognitive development of early childhood in RA. The method used is a descriptive-analytical study with a qualitative approach through observation, teacher and parent interviews, and documentation studies of MBG menus. The results of the study indicate that the planned and sustainable implementation of MBG can improve the quality of children's nutritional intake, which has a positive impact on children's concentration, memory, language skills, and problem-solving. The MBG program also strengthens RA's role as a supportive environment for holistic child growth and development.

Pembelajaran Kontekstual Berbasis Lingkungan Lokal dalam Mendukung Perkembangan Kognitif dan Sosial Anak Usia Dini

Qory Ismawaty — 2025-12-28

This study aims to examine the implementation of local environment-based contextual learning at TK Metta Karunia, Batam City, the teachers’ strategies in supporting children’s cognitive and social development, and the factors influencing its implementation. A qualitative descriptive approach was employed, involving three teachers selected through purposive sampling. Data were collected through observations, interviews, and documentation, and analyzed using an interactive analysis process. The findings indicate that contextual learning based on the local environment is implemented through systematic planning involving environmental mapping, learning activities through direct exploration, and follow-up activities emphasizing reflection and authentic assessment. Teachers apply strategies such as open-ended questioning, hands-on activities, and representation of learning experiences to support children’s cognitive development. This approach also contributes to children’s social development, particularly in social interaction skills, collaboration, appreciation of diversity, and the development of empathy and social awareness. The study concludes that utilizing the local environment as a learning resource provides meaningful and relevant learning experiences for early childhood education

Pembentukan Identitas Budaya Anak Usia Dini dalam Konteks Masyarakat Multikultural di Kota Batam

Alif Laini — 2025-12-28

Cultural identity is a fundamental aspect of early childhood development as it contributes to the formation of children’s self-concept, attitudes, and social values. In a multicultural context such as Batam City, early childhood education (PAUD) children are exposed to diverse cultural backgrounds that may influence the process of cultural identity formation. This study aims to examine the formation of cultural identity in early childhood within the multicultural context of Batam City and to explore the role of the educational environment in supporting this process. The study employed a descriptive qualitative approach through a literature review and an analysis of Batam’s socio-cultural context. The findings indicate that the integration of local cultural values and cultural diversity into early childhood learning activities can strengthen children’s cultural identity from an early age. The school environment, particularly the role of educators, plays a crucial role in introducing culture through habituation, role modeling, and culturally responsive learning activities. Therefore, culturally sensitive learning strategies are needed to support the development of cultural identity in early childhood in multicultural settings

Peran Orang Tua dalam Mengawasi Konsumsi Media Islami Digital pada Anak Usia Dini

Darmawati — 2025-12-28

The development of digital technology has influenced parenting patterns in early childhood education, including the use of Islamic digital media. Early childhood increasingly consumes Islamic digital content such as animated videos, religious songs, and educational applications. This study aims to describe the role of parents in supervising the consumption of Islamic digital media among early childhood children. This research employed a descriptive qualitative approach conducted at an Islamic early childhood education institution. Data were collected through interviews, observation, and documentation involving parents and PAUD teachers. The results indicate that parents play an important role as supervisors, companions, and facilitators in the use of Islamic digital media. Parental supervision is carried out by limiting screen time, selecting age-appropriate Islamic content, and accompanying children during media use. However, several challenges were identified, including limited parental digital literacy, time constraints, and the presence of commercial elements in children’s digital content. Therefore, active parental involvement is essential to ensure that Islamic digital media supports the moral and religious development of early childhood.