siti nurmah, Kamalludin, Putri Ria Angelina

Pola Komunikasi dalam Penanaman Nilai-Nilai Keagaman Anak Usia Dini di Sekolah TPQ Ash-Shodiqin Bantar Kemangan Bogor Timur Kota

Introduction

Pola komunikasi dalam penanaman nilai-nilai keagaman anak usia dini di sekolah tpq ash-shodiqin bantar kemangan bogor timur kota . Temukan pola komunikasi efektif dalam penanaman nilai keagamaan pada anak usia dini di TPQ Ash-Shodiqin Bogor Timur, melalui metode bermain dan verbal/nonverbal.

Abstract

Verbal communication is determined as speak or oral or writing which are manifestations of language as a medium of message exchange. Early children in the growth and development of physical (fine and gross motoric coordination), intelligence (mind, creative, emotional intelligence, spiritual intelligence), socio-emotional (attitude and behavior and religion), language and communication, and with uniqueness and stages -stage of development through by early children. This research uses a qualitative approach, related to social facts in the community, data collection techniques through interview and observation and documentation. The results of the learning while playing method are the same, teachers deliver the material with accompanyed games such as singing, applauding, or in other games. Messages delivered are also verbal and nonverbal and will get immediate response or feedback, so the teacher will immediately receive response. The using method is also like that, the teacher delivers verbal and nonverbal messages, with language and signs, the difference of these signs are in the form of examples or examples by the teacher and student responses get immediately.

Review

This paper investigates the communication patterns employed in instilling religious values in early childhood at TPQ Ash-Shodiqin in Bogor, Indonesia. Utilizing a qualitative research approach with data gathered through interviews, observation, and documentation, the study aims to explore the nuances of how religious messages are conveyed to young children. The chosen methodology is well-suited for a deep exploration of social facts and interactive processes within an educational setting, and the topic itself is highly relevant given the formative period of early childhood development and the significance of religious education in many cultural contexts. While the abstract touches upon important aspects, it could benefit from greater precision and focus. It dedicates considerable space to a basic definition of verbal communication and a general overview of early childhood developmental domains, which, while foundational, detracts from detailing the study's specific findings. The "results" section describes the instructional methods used by teachers, such as "learning while playing" with singing and games, and the immediate verbal and nonverbal feedback mechanisms. However, it falls short of explicitly articulating the identified "pola komunikasi" (communication patterns) themselves. Instead, it largely describes *how* messages are delivered rather than presenting the *analyzed patterns* of communication that emerge from the data. In conclusion, this research tackles a meaningful subject area, offering potential insights into effective strategies for early religious education. To enhance its impact and clarity, a revised abstract – and presumably the full paper – should provide a more direct and explicit articulation of the identified communication patterns. The authors should refine the "results" section to distinctly present these patterns, perhaps with illustrative examples, and elaborate on the implications of these findings for practitioners and future research. By focusing more sharply on the specific "pola komunikasi" observed, this study has the capacity to significantly contribute to pedagogical understanding in early childhood religious education.

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