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Pembelajaran Menulis Huruf Hijaiyah Di TK Aisyiyah Bustanul Athfal Baturan?

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Pembelajaran Menulis Huruf Hijaiyah Di TK Aisyiyah Bustanul Athfal Baturan? PEMBELAJARAN MENULIS HURUF HIJAIYAH DI TK AISYIYAH BUSTANUL ATHFAL BATURAN NASKAH PUBLIKASI Diajukan untuk Memenuhi Sebagian dari Tugas sebagai Syarat Guna Memperoleh Gelar Sarjana Pendidikan Islam (S.Pd.I.) Program Studi Pendidikan Agama Islam (Tarbiyah) Oleh: Ina Nur Khasanah G 000 090 068 FAKULTAS AGAMA ISLAM UNIVERSITAS MUHAMMADIYAH SURAKARTA 2013 ABSTRAK Pembelajaran al-Qur’an sangat penting bagi kehidupan manusia, karena pembelajaran al-Qur’an sebagai suatu proses pengembangan potensi kreatifitas peserta didik yang bertujuan untuk mewujudkan manusia yang bertakwa kepada Allah SWT. Dengan demikian seorang pendidik harus meningkatkan kualitas dalam pembelajaran agar potensi yang dimiliki peserta didik bisa berkembang dengan optimal. Salah satu materi pokok yang tidak terlepas dari Pendidikan Agama Islam adalah pembelajaran menulis huruf hijaiyah. Dari sinilah anak dapat menulis al-Qur’an dengan benar. Pengenalan huruf hijaiyah secara dini lebih membekas dalam memori berfikir anak, apalagi jika diajarkan dengan cara yang baik dan benar serta menyenangkan. TK Aisyiyah Bustanul Athfal Baturan adalah salah satu lembaga PAUD yang mengedepankan pengembangan karakter peserta didik melalui berbagai aktifitas belajar yang diselengggarakan. Inilah salah satu alasan penulis melakukan penelitian ini di TK Aisyiyah Bustanul Athfal Baturan. Didasarkan pada latar belakang sebagaimana yang telah disebutkan, maka dirumuskan masalah, bagaimana pembelajaran menulis huruf hijaiyah di TK Aisyiyah Bustanul Athfal Baturan?. Penelitian ini dilakukan dengan tujuan untuk mendiskripsikan bagaimana pembelajaran menulis huruf hijaiyah di TK Aisyiyah Bustanul Athfal Baturan. Penelitian yang dipakai penulis adalah penelitian kualitatif. Subyek dalam penelitian ini adalah Kepala sekolah TK Aisyiyah Bustanul Athfal Baturan, adalah sebagai sumber data dalam penelitian, tentang sejarah perkembangan, struktur organisasi, kondisi, dan situasi sekolah secara umum serta sarana dan prasarana yang tersedia. Guru TK Aisyiyah Bustanul Athfal Baturan, sebagai pendidik, yang memberikan pelajaran, bimbingan dan berbagai tugas serta perintah kepada siswa. Serta siswa TK Aisyiyah Bustanul Athfal Baturan kelas B1 yang merupakan sumber informasi yang pokok, sebab terkait langsung terhadap penelitian.Metode pengumpulan data menggunakan metode interview, observasi, dokumentasi. Metode analisis data yaitu menganalisis tentang pembelajaran menulis huruf hijaiyah di TK Aisyiyah Bustanul Athfal Baturan. Dalam proses pembelajaran menulis huruf hijaiyah di TK Aisyiyah Bustanul Athfal Baturan, dimulai dengan dibaca-tulis, disuarakan, dilagukan, didengar-direnungkan, dipelajari-diajarkan, diperhatikan, diingat, diikuti, dihafal- dijaga. Dengan keunikan ini, dalam waktu dua pekan anak dapat menghafal huruf hijaiyah (satu pertemuan 30 menit), sehingga lebih mengefisienkan waktu, baik dari anak didik dalam menerima pengajaran, maupun dari pendidik yang mengajarkan. Selain itu, pembelajaran dilakukan dengan cara yang menarik dan menyenangkan bagi anak. Sehingga dalam kurun waktu dua pekan, 15 dari 22 anak dapat menulis huruf hijaiyah secara lengkap dan benar. Kata Kunci : Anak Usia Dini, Pembelajaran Menulis Huruf Hijaiyah, TK Aisyiyah Bustanul Athfal Baturan Pendahuluan mengetengahkan antara lain bahwa perkembangan Pendidikan agama kognitif anak telah mencapai Islam menjadi salah satu 50% ketika anak berusia 4 pelajaran wajib dalam tahun, 80% ketika anak kurikulum pendidikan di berusia 8 tahun, dan genap sekolah berbasis Islam. Istilah 100% ketika anak berusia 18 pendidikan Islam adalah tahun (Osborn, White, dan upaya mendidikkan agama Bloom). Studi tersebut makin Islam atau ajaran Islam dan menguatkan pendapat para nilai-nilainya, agar menjadi ahli sebelumnya, tentang way of life (pandangan dalam keberadaan masa peka atau hidup) seseorang. Dapat masa emas (golden age) pada diartikan pula segenap anak-anak usia dini. Masa kegiatan yang dilakukan emas perkembangan anak seseorang untuk membantu yang hanya datang sekali seorang atau sekelompok seumur hidup tidak boleh peserta didik dalam disia-siakan. menanamkan dan Dalam lima tahun menumbuhkembangkan pertama yang disebut dengan ajaran Islam dan nilai- The Golden Years, seorang nilainya untuk dijadikan anak mempunyai potensi sebagai pandangan hidupnya, yang sangat besar untuk yang diwujudkan dalam sikap berkembang. Pada usia ini, hidup dan dikembangkan 90% dari fisik otak anak dalam ketrampilan sehari-hari sudah terbentuk. Dimasa- (Muhaimin, 2003: 7-8). masa inilah, anak seyogyanya mulai diarahkan. Saat Menulis huruf keemasan ini tidak akan hijaiyah adalah salah satu terjadi dua kali. Sebagai dasar dalam mengajarkan al- orang tua yang proaktif, Qur’an. Dari sinilah anak orang tua hendaknya dapat menulis al-Qur’an memerhatikan hal-hal yang dengan benar. Pengenalan berkenanaan dengan huruf hijaiyah secara dini perkembangan sang buah lebih membekas dalam hati, yang merupakan amanat memori berfikir anak, apalagi jika diajarkan dengan cara Tuhan (Hasan, 2010:29-30) yang baik dan benar serta Dalam pengajaran menyenangkan. Kelak ketika metode ini lebih menekankan anak sudah dapat membaca pada salah satu pendekatan al-Qur’an, anak akan dapat dalam ilmu psikologi, yaitu menuliskannya dengan behaviorisme. Menurut lancar. Thornndike asosiasi antara sense of impression dan Hasil hasil studi implus to action, disebutnya dibidang neurologi sebagai koneksi atau Bustanul Athfal Baturan. connection, yaitu usaha untuk Disamping itu, TK Aisyiyah menggabungkan antara Bustanul Athfal Baturan kejadian sensoris dengan tergolong lembaga yang perilaku. Thorndike memiliki banyak prestasi, menitikberatkan pada aspek sehingga menimbulkan fungsional dari perilaku, yaitu asumsi pada diri peneliti bahwa proses mental dan bahwa TK Aisyiyah Bustanul prilaku berkaitan dengan Athfal Baturan telah penyesuaian diri organisme menerapkan pola pendidikan terhadap lingkungannya sesuai dengan instrumen yang (Walgito, 2004: 68). ada. TK Aisyiyah Bustanul Penelitian ini Athfal Baturan adalah salah bertujuan untuk mengetahui satu lembaga PAUD yang pembelajaran menulis huruf mengedepankan hijaiyah di TK Aisyiyah pengembangan karakter Bustanul Athfal Baturan. peserta didik melalui berbagai aktifitas belajar Landasan Teori yang diselengggarakan sesuai A. Perkembangan Anak Usia dengan prinsip pembelajaran Dini PAUD yakni “Bermain Maimunah Hasan sambil Belajar, Belajar (2010: 29) mengemukakan sambil Bermain”. Hal ini hasil studi dibidang neurologi dilakukan dengan dimulai mengetengahkan antara lain pembentukan kultur sekolah bahwa perkembangan yang selalu berusaha kognitif anak telah mencapai menanamkan sikap religius, 50% ketika anak berusia 4 jujur, toleransi, disiplin, kerja tahun, 80% ketika anak keras, mandiri, demokratis, berusia 8 tahun, dan genap rasa ingin tahu, semangat 100% ketika anak berusia 18 kebangsaan, cinta tanah air, tahun (Osborn, White, dan dan berbagai nilai positif Bloom). Studi tersebut makin yang dikembangkan, yang menguatkan pendapat para kesemuanya dikemas dalam ahli sebelumnya, tentang kegiatan yang menyenangkan keberadaan masa peka atau dan lembaga ini memberi masa emas (golden age) pada istilah “Semangat Pagi”. Pada anak-anak usia dini. Masa kegiatan “Semangat Pagi” emas perkembangan anak inilah tampak sekali bahwa yang hanya datang sekali sekolah hendak mewujudkan seumur hidup tidak boleh iklim pendidikan formal disia-siakan. religius. Inilah salah satu Dalam lima tahun alasan penelitian ini pertama yang disebut dengan dilaksanakan di TK Aisyiyah The Golden Years, seorang anak mempunyai potensi tertentu, bagaimana memilih yang sangat besar untuk buku, dan seterusnya. Jika berkembang. Pada usia ini, seorang anak merasa asing 90% dari fisik otak anak dengan suatu perpustakaan, ia sudah terbentuk. Dimasa- akan kesulitan mengingat masa inilah, anak seyogyanya kembali apa yang ia lihat di mulai diarahkan. Saat sana (Santrock, 2007: 288- keemasan ini tidak akan 289). terjadi dua kali. Sebagai orang tua yang proaktif, orang tua hendaknya B. Pembelajaran Menulis Huruf memerhatikan hal-hal yang Hijayiyah berkenanaan dengan perkembangan sang buah Selama sekolah awal, hati, yang merupakan amanat anak-anak menghaluskan Tuhan. (Hasan, 2010: 30) ketrampilan motorik halus Memori masa anak- dan motorik kasar. Mereka anak meningkat pesat setelah memperoleh kendali terhadap melewati masa bayi. tubuh dan memiliki rentang Kadangkala, memori jangka perhatian yang luas. panjang dari anak pra sekolah Ketrampilan tulisan tangan tampak tidak menentu, tetapi diperoleh melalui aktifitas anak-anak yang masih belia seni ekspresif dan mampu mengingat banyak kesempatan pengalaman informasi asalkan mendapat tulisan yang muncul. isyarat-isyarat dan bukti-bukti Ketrampilan motorik kasar yang tepat. Sebuah alasan dikembangkan melalui mengapa anak kurang dapat kegiatan olah raga, mengingat dengan baik permainan, dan aktifitas fisik dibandingkan orang dewasa lainnya (M. Ramli, 2005: 52). karena dalam banyak bidang, Pada fase inilah anak dilatih mereka masih kurang untuk menulis huruf hijaiyah terampil dibanding orang agar merangsang ketrampilan dewasa. Akan tetapi, motorik halus pada anak. pertumbuhan pengetahuan Pengajaran menulis menjadi sumber utama huruf hijaiyah merupakan perkembangan memori dasar pengajaran al-Qur’an mereka. Contohnya, yang pertama ketika anak kemampuan anak untuk masih berada pada fitrahnya. mengingat kembali apa yang Dengan diajarkannya sedini telah ia lihat di perpustakaan mungkin tentang menulis sangat bergantung pada apa huruf hijaiyah dengan baik yang telah
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