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One of the efforts of developing foreign language skills in early childhood is listening skills. Various kinds of listening activities that can be applied to early childhood are packed with interesting and fun activities. One of the methods for listening to non-stop that invites children to actively participate is the interactive read aloud method. The purpose of this study is to review interactive read aloud method as an effort to improve foreign language skills in early childhood. The results of the discussion showed that foreign language learning with the interactive read aloud method is effective and can invite children to actively participate, understand the text, and be able to retell the story that is being played

Purpose – The existence of Rohis in schools and madrasas is often imaged as a movement for Islamization and school da’wah. However, globalization and modernization inevitably bring new directions for the next Rohis movement and is evident in its various activism. This study aims to determine the preferences of Rohis activism in schools and madrasas that have experienced a shift from Islamism “right” towards popular culture. Design/methods/approach – This research method is a qualitative case study. The subjects of this research are Rohis activists in MAN 1 Yogyakarta and SMAN 5 Yogyakarta. This study collects data through in-depth interviews, participant observation, and documentation. Data analysis uses the Miles and Huberman model with interactive analysis through data reduction, data presentation, and conclusions. Findings – The results of this study indicate that the Rohis’ activism preferences appear in the spaces they create as a form of negotiation between obedience and modernity, including manifesting in the form of religious events, the theme of the study, and the name of the program/division. Research implications/limitations – The implications of this research in the world of education provide insight and views that modernization and globalization cannot be avoided, especially for Muslim youth who are members of Rohis. Practical implications – This research shows that school policies are more progressive and responsive to changing times.

The COVID-19 pandemic has changed people’s social behavior in various fields, especially education and religion. Religious learning activities through social media have increased along with the shift from offline to online learning. Restrictions on physical activity encourage increased online activity. Religious education and teaching began to shift from traditional face-to-face to online teaching. Educational institutions no longer monopolize Islamic religious education. This study examines the shift in religious education authority due to the COVID-19 pandemic. This study has analyzed videos of popular religious studies broadcast on social media, YouTube, and Facebook using a qualitative content analysis method. This study finds that the shift in the authority of religious education can be seen in three aspects: popularity, themes, and learning models. The findings of this study indicate the weakness of traditional educational paradigms and authorities and the opening of new spaces for religious learning. This study complements previous work on Islamic religious education authorities.

Status Janda dapat menyebabkan subordinasi dan marginalisasi. Hal ini Nampak jelas pada perempuan yang sering mengalami pengucilan sosial dan perampasan ekonomi. Janda bukan hanya nasib kurang beruntung, miskin, dan orangtua tunggal akan tetapi sikap didiskriminasi adalah pemicu dari hilangnya hak ekspresi. Status janda juga menjadi sasaran kecurigaan dan tuduhan kejahatan moral. Paper ini bertujuan mengetahui spirit pendirian komunitas persaudaraan Janda-Janda Indonesia (PJJI) Armalah Yogyakarta serta program kegiatan dan program pendampingan atau advokasi. Hal tersebut mengeksplorasi kemungkinan agensi perempuan dan destigmatisasi dalam mobilisasi jejaring sosial pada penekanan nilai kehormatan sosial sebagai seorang ibu. Paper menunjukkan tata cara kerja PJJI Armalah yang fokus pada Janda dalam hak keadilan yang berlandaskan spirit cinta kasih dan persamaan kesejahteraan dalam nilai Pancasila. Hal ini mendorong para janda dalam sikap berani dan mandiri dalam kebenaran.[A widow condition talks the subordination and marginalization on Social frame. The Woman in status is especially evident in seeing the experience of social exclusion and economic deprivation. Widows are not only unlucky, poor, and single parents, but the attitude of being discriminated against is the trigger for the loss of the right to expression. The status of the widow was also putting to suspicion and allegations of moral crimes. This paper aims to find out the spirit of the establishment of the organization's human rights on persaudaraan Janda-Janda Indonesia (PJJI) Armalah Yogyakarta. It is as well as activities in advocacy programs. It explores the possibility of female agency and destigmatization in the social framework for the Social honor value as women and mothers. The paper shows the work procedures of PJJI Armalah which focuses on widows in the right of justice based on the spirit of love and equality. It puts welfare in the values of Pancasila. The idea encourages widows to be courageous and independent in righteousness.]

Learning at RA Masyithoh X Karangmojo is still fixed on the teacher as the center so that children's interactions in the learning process are still lacking and the scientific process skills possessed by the child are still abstract. This research is a classroom action research with 31 subjects of B2 RA Masyithoh X Karangmojo Gunungkidul children. The study was conducted in 2 cycles. Each cycle consists of 4 stages, namely planning, implementing, observing, and reflecting. Data collection methods in this study used observation sheet guides and interview sheets. Data analysis techniques using qualitative data and quantitative data. Success criteria in improving children's science process skills through the application of experimental methods are 80% of the number of children. The results showed: 1) the results of science process skills before taking action in either category are 0% of the number of children; 2) the application of the experimental method is proven to be able to improve the science process skills of the first cycle The application of the experimental method falls into the sufficient category (C) then the application of the experimental method in the second cycle belongs to either category (B); 3) the improvement of science process skills respectively in cycle I and cycle II reached the good category (B), in cycle I action increased to 38.71% of the number of children, so that there was an increase in before cycle I action amounted to 38.71% and cycle II reached the good and very good categories of 93.54% of the number of children, an increase of 54.83% from the actions of cycle I to cycle II.

Penelitian ini merupakan penelitian yang bersifat kualitatif, dengan mengambil latar penerapan metode gerakan untuk menghafal hadiś di RA Tiara Chandra Yogyakarta dengan fokus pada kegiatan menghafal hadiś pada anak kelompok B. Pengumpulan data dilakukan dengan observasi, wawancara, dan dokumentasi. Penelitian ini dilatar belakangi oleh kegiatan menghafal hadiś yang sering dilakukan oleh sekolah maupun guru menggunakan metode ceramah dan menugaskan siswa untuk menghafal Ḥadiś. Sehingga anak terlihat pasif dan suasana belajar menjadi tidak kondusif. Saat apersepsi pada pelajaran berikutnya anak sudah banyak yang lupa, hanya beberapa anak yang masih mampu mengingat Ḥadiś yang sudah dipelajari. Hasil penelitian menunjukkan bahwa : Penerapan metode gerakan untuk menghafal Ḥadiś pada anak kelompok B di RA Tiara Chandra Yogyakarta tidak terlepas dari RPPH. Kedua, pelaksanaan kegiatan menghafal Ḥadiś pada awalnya dilakukan dirumah tanpa gerakan dan dilakukan disekolah dengan gerakan simbol tangan dengan kegiatan klasikal, ketiga evaluasi kegiatan menghafal Ḥadiś yang berupa tingkat pencapaian dan tindak lanjut yang akan dilaporkan kepada orangtua saat pertemuan dua akhir tema. Faktor pendukung dalam penerapan metode gerakan untuk menghafal Ḥadiś pada kelompok B RA Tiara Chandra antara lain : handout untuk orangtua, minat anak, rasa percaya diri, susasana kelas yang kondusif, dan buku pedoman metode gerakan untuk menghafal Ḥadiś. Faktor penghambat dalam kegiatan menghafal Ḥadiś dengan metode gerakan yaitu : gaya belajar anak, daya ingat anak, kemampuan guru dan belum adanya pelatihan kepada orangtua mengenai metode gerakan untuk menghafal Ḥadiś, gambar tidak full collor, dan Ḥadiś tidak dilengkapi dengan asbabul wurud.

Penelitian ini bertujuan untuk mengetahui besarnya kesiapan belajar serta keaktifan peserta didik dalam proses pembelajaran di TK PGRI Nogosari Yogyakarta dan untuk mengetahui seberapa besar pengaruh kesiapan belajar terhadap keaktifan peserta didik dalam proses pembelajaran di TK PGRI Nogosari Yogyakarta. Penelitian ini diharapkan dapat memberikan kontribusi pemikir untuk memberikan sumbangan pemikiran bagi pengelola pendidikan dan sebagai bahan masukan serta evaluasi pembelajaran khususnya di TK PGRI Nogosari Yogyakarta untuk meningkatkan kualitas pendidikan. Hasil penelitian menunjukkan bahwa besarnya kesiapan belajar peserta didik dalam proses pembelajaran di TK PGRI Nogosari Yogyakarta adalah 55.882% dalam kategori Baik dan 44.118% dalam kategori Kurang, sedangkan besarnya keaktifan peserta didik dalam proses pembelajaran di TK PGRI Nogosari Yogyakarta adalah 58.824% dalam kategori Aktif dan 41.176% dalam kategori Kurang. Berdasarkan tabel interpretasi nilai r, nilai r hitung sebesar 0.735 berada pada interval 0.70 – 0.90 sehingga dapat disimpulkan ada hubungan yang kuat antara kesiapan belajar terhadap keaktifan peserta didik di TK PGRI Nogosari Yogyakarta. Sedangkan dari hasil analisis regresi linier sederhana dapat diketahui besarnya nilai R square yaitu 0.541, hal ini mengandung pengertian bahwa pengaruh kesiapan belajar terhadap keaktifan peserta didik dalam proses pembelajaran di TK PGRI Nogosari Yogyakarta adalah 54.1% (0.541 x 100%).

Character education is an effort that should involve all parties, both the household and the family, the school and the school environment, and the wider community. A child will grow and develop optimally when the basic needs of the children's rights are met. But in reality often violent behavior and discrimination that actually carried out by her own parents. Violent behavior and racial discrimination by parents of children often occurs due to the psychological impact of the workload and the demands of a career outside the home or it could be due to a lack of knowledge about how to educate and assist children in the home. Hence, early childhood institutions "KB Ceria" is located in a residential Pendowo Asri, Village Pendowoharjo, Sewon, Bantul has the attention and concern for the development of character-based early childhood family. This is evidenced by the role that institutions not only provide education for young protege, but also provide education and insight about assistance to parents (parenting education) and then this organization called the Group Meeting with Parents (KPO).

This paper describes a new paradigm of Islamic education in the perspective of humanism based on nature school model. This school model has three specific aspects, namely: natural as learning space, nature as media and teaching mate-rials, and natural as learning objects. It is a creativity in building a humanist paradigm of Islamic education. The education system emphasizes awareness to encourage the process of dialogue between teachers and students. Dialogical process can bring an attitude of humility and affection that is open to criticism from the learners. Learners are required critical and questioned again about the unknown by the teacher. This kind of learning led to a harmonious communica-tion between all parties. School of Natural allow the emergence of awareness. This school gives the freedom to create, explore and discover potential, and find the knowledge based on experiences from the world of reality. AbstrakMakalah ini menjelaskan paradigma baru pendidikan Islam dalam perspektif humanisme dengan bertolak pada model sekolah alam. Model sekolah ini memiliki tiga aspek khusus, yakni: alam sebagai ruang belajar, alam sebagai media dan bahan mengajar, serta alam sebagai objek pembelajaran. Pendidikan seperti ini merupakan sebuah kreativitas dalam membangun paradigma pendidikan Islam yang humanis. Sistem pendidikan ini menekankan penyadaran untuk mendorong adanya proses dialog antara guru dan anak didik. Proses dialogis dapat memunculkan sikap rendah hati dan kasih sayang sehingga terbuka terhadap kritik dari peserta didik. Peserta didik dituntut kritis dan mempertanyakan kembali tentang hal yang belum diketahui oleh sang guru. Pembelajaran semacam ini memunculkan kesadaran siswa dan komunikasi yang harmonis antara semua pihak. Sekolah ini memberikan kebebasan untuk berkreasi, menggali dan menemukan potensi, serta menemukan pengetahuan berbasis pada pengalaman-pengalaman dari dunia realitas.

Idealisme pendidikan untuk memanusiakan manusia harus sejalan dengan tujuan dan praksis pendidikan. Meskipun pada kenyataannya, masih banyak pendidikan yang memainkan peran tradisionalnya dengan memandang bahwa peserta didik merupakan produk yang dihasilkan oleh dunia pendidikan. Hal ini disebabkan masih banyaknya praktek di lembaga-lembaga pendidikan yang masih memberikan dominasi pada aspek kognitif dan penekanan pada aspek hafalan dalam memahami praktek pembelajaran bahkan pembelajaran agama sekalipun. Capaian keberhasilan seorang anak hanya berhenti pada nilai angka-angka nominal semata, kepintaran anak dinilai manakala mampu menghafal materi-materi yang sudah ditentukan berdasarkan bahan ajar yang ada dan batasan-batasan yang sudah dipersiapkan secara terukur dan terstruktur menurut aturan yang sangat sempit dan sangat minim terhadap ruang dialog-interaktif antar guru dan peserta didik. Oleh karena itu, hadirnya pemikir kritis sebagaimana Paulo Freire, merupakan upaya memperjuangkan pendidikan menuju sebuah perubahan nyata agar pendidikan tidak hanya sekedar mempersiapkan robot-robot mekanik masa depan melainkan mampu melahirkan manusia-manusia pembawa perubahan menuju masyarakat yang berkeadilan dan berkeadaban.

Diversity is a necessity, and Indonesia is a country that is recognized to have areal diversity, both of the diversity of ethnicity, language, religion, and so on. However, the problem is often the heterogeneity was actually seen as a form of binary opposition of opposing and contradictory. This is what ultimately creates problems and the root of the ongoing conflict. Various cases of violence, conflict in the name of religion, ethnic differences are often a trigger hostility to each other. Added to which it is triggered by an understanding of religious teachings stiff and rigid, especially religious doctrines are submitted by teachers through the process of education in schools. Therefore, there needs to be revitalization of religious learning which is deemed able to accommodate the needs of the people of Indonesia, especially the very plural, is through religion-based multicultural learning. Because the embodiment of religious learning rooted in the process of humanization. As was done by SALAM Elementary School in Nitiprayan Kasihan Bantul.

The discourse of gender equality as promoted by the feminist movement is intended to criticize the practice of the tradition in which men dominate women in various lines of life, including family life and more specifically is in relation to the child. Such patriarchialism gains legitimacy from many directions, including from the customary laws, traditions, and theological-philosophical. Apart from the discursive conflict, both sides that are opposite each other have the same attitude in treating their child to build a discourse concerning their rights to the child. In this condition, the child is as passive party, where he is just a dead object and has no contribution during the determination of the rights of parents over their children. Criticism also comes with a reverse way of thinking, which puts the child in an active position, the object of life, and contributes. The rights of fathers and mothers that have established and understood differently as in patriarchialism and feminism then reformulated. This reformulation leads to a new discourse that could be called a post-feminism. Abstrak : Wacana kesetaraan gender seperti yang dipromosikan oleh gerakan feminis dimaksudkan untuk mengkritik praktek tradisi di mana laki-laki mendominasi perempuan dalam berbagai lini kehidupan , termasuk kehidupan keluarga dan lebih khusus dalam kaitannya dengan anak . Seperti keuntungan patriarchialism legitimasi dari berbagai arah , termasuk dari hukum adat , tradisi , dan teologis - filosofis . Terlepas dari konflik diskursif , kedua belah pihak yang saling berlawanan memiliki sikap yang sama dalam mengobati anak mereka untuk membangun wacana tentang hak-hak mereka untuk anak . Dalam kondisi ini , anak sebagai pihak yang pasif , di mana ia hanya benda mati dan tidak memiliki kontribusi dalam penentuan hak-hak orang tua atas anak-anak mereka . Kritik juga datang dengan cara kebalikan dari berpikir , yang menempatkan anak dalam posisi aktif , objek hidup , dan memberikan kontribusi . Hak-hak ayah dan ibu yang telah ditetapkan dan dipahami secara berbeda seperti di patriarchialism dan feminisme kemudian dirumuskan . Reformulasi ini mengarah ke wacana baru yang bisa disebut post - feminisme.

Islamic view of human beings and life are formed by harmomy principle and thecombination of senses , mind , and hearts of the faithful. The third harmony is the most fundamental epistemological base in Islamic philosophy .Thinking with full comprehension is intended as an instrument or tool in conducting research based on the epistemological framework. Thinking activity is regarded as a sacred duty in Islam, and thinking is a tool to deliver a progressive life, which is formed by absorbing the values of reality. The Islamic education should be a process that is able to produce “insan kamil” to maximize his full potential . The methods of education should commonly reflect the condition of integrative – interconnective that is capable to stimulate the development of maximum potencyPandangan Islam tentang manusia dan kehidupan terbentuk dengan asas harmoni dan gabungan antara indera, akal, dan hati yang beriman. Harmoni ketiganya itu merupakan pangkal epistimologis paling fundamental dalam filsafat Islam. Permikiran dengan penghayatan dimanfaatkan sebagai instrumen atau alat dalam melakukan riset berdasar kerangka epistimologis tersebut. Aktifitas berpikir dianggap sebagai sebuah tugas suci dalam Islam, dan berpikir adalah alat untuk melahirkan hidup yang progresif, yang terbentuk dengan cara menyerap nilai-nilai dari realitas. Pendidikan Islam harus menjadi proses mencetak “insan kamil” yang