Publikasi Terbaru Karya Husni Rahim 2020

1. Moral Education through Dramatized Storytelling: Insights and Observations from Indonesia Kindergarten Teachers

April 2020

Author :

Maila D.H. Rahiem

Nur Surayyah Madhubala Abdullah

Steven Krauss

Husni Rahim

This research looks at the insights and observations of kindergarten teachers in using stories and storytelling for Moral Education. The main research question is how teachers tell stories in order for children to learn moral values from the stories. This research applied qualitative research as a method of inquiry. Fourteen teachers were interviewed from two kindergartens in the suburbs of Jakarta and collected additional data through focus group discussions and observations. The data revealed that the teachers dramatize stories by: 1) telling or reading the stories in engaging and expressive ways; 2) using facial expression and body language; 3) using costumes, props, and technology. The findings indicate that dramatization can be an important catalyst for the successful use of storytelling in Moral Education in kindergartens. Dramatization is an approach that keeps children listening and able to learn from the stories. Dramatization helps children grasp the meaning of stories and helps them to learn moral values through the stories. 

2. Stories and Storytelling for Moral Education: Kindergarten Teachers’ Best Practices

July 2020

Author :

Maila D.H. Rahiem

Nur Surayyah Madhubala Abdullah

Husni Rahim

Habituation is the most common used form of moral education in early childhood education in Indonesia. However, this method has been found to be insufficient in contributing fully to young children’s moral development. An alternative method currently being promoted is the narrative method which involves the use of stories and storytelling. These two techniques provide children with justification to do good deeds and allow them to be critical of their actions. This research examined the best practices of teachers in the use of narrative method for the Moral Education of young children. Best practices show how we can use them to improve the teaching of Moral Education among young children and can serve as useful alternative to habituation. The findings revealed that there are five ways in which the kindergarten use stories and storytelling in teaching and learning moral education for young children, namely: to repeat the story; to include clear example; to explain the story; to dramatize the story; and to modify the story.

3. The Dragon, the Knight and the Princess: Folklore in Early Childhood Disaster Education

August 2020

Author :

Maila D.H. Rahiem

Husni Rahim

This research investigated the use of folklore in early childhood disaster education. A systematic analysis of the literature was used to evaluate early childhood disaster education. The researchers identified different concepts present in the literature; and examined patterns, parallels, and regularities. The researchers synthesized the principle of folklore use in early childhood disaster education as part of this research. Folklores have a tremendous potential to make early childhood disaster education effective if interpreted, integrated, and demonstrated by science. This work provides a strong foundation for further study into the same research issue by using empirical data or research into how to make folklore an efficient tool for early childhood disaster education.

4. Digital Folklore in Early Childhood Disaster Education

October 2020

Author :

Maila D.H. Rahiem

Husni Rahim

Imam Subchi

Zulkifli Zulkifli

Sururin

Khalimi

In this study, the authors explored extensively about using digital folklore in early childhood disaster education. The researchers used a Comprehensive Literature Review (CLR) as a data collection tool and method of inquiry. The research followed the Seven-Step Model for CLR by Onwuegbuzie and Frels [1], which consisted of: exploring beliefs and subjects, initiating the search, storing and organizing information, selecting/deselecting information, extending search, evaluating and synthesizing information, and finally reporting the CLR. The authors explored conceptualizations and analyzed models used in early childhood disaster education that use digital folklore, as well as related studies. The comprehensive literature review shows that when folklore and digital technology are combined, they appear to create interesting and engaging early childhood disaster education. However, further scientific research is required, as there is a lack of empirical data on how it works exactly and also how effective it is. This study is aimed at improving our understanding of the use of digital folklore in early childhood disaster education by presenting a detailed overview of the existing debate and offering valuable guidance for future study.