ANALISIS KECERDASAN SPIRITUAL MELALUI BUKU CERITA BERGAMBAR ISLAMI PADA ANAK USIA 5-6 TAHUN DI TK FKIP UNIVERSITAS SYIAH KUALA BANDA ACEH

Abstract

Spiritual intelligence is an important part of human life, by developing spiritual intelligence it will make humans uphold the values ​​and norms of life. Spiritual intelligence can be developed through various learning methods, one of which is using Islamic picture story books. This study aims to determine the use of Islamic picture story books in increasing the spiritual intelligence of children aged 5-6 years and to find out the obstacles faced in using Islamic story books in increasing the spiritual intelligence of children aged 5-6 years at TK FKIP Unsyiah. This study uses a qualitative descriptive approach to describe the problems associated with the use of Islamic picture story books in increasing spiritual intelligence. The subjects of this study were core teachers, accompanying teachers and the head of TK FKIP Unsyiah. Data were collected through interviews and documentation. Data analysis was carried out by referring to the opinion of Miles and Huberman. There were three activities in qualitative data analysis, namely data reduction, data display (data presentation), and conclusion / verification. The results showed that (1) The use of Islamic picture story books has been able to improve the spiritual intelligence of children aged 5-6 years at TK FKIP Unsyiah. The application of Islamic picture story books is classified into physical readiness and technical readiness, selection of story material, determining the method to be used, selecting media or props and conducting evaluation. Through Islamic picture story books, children are able to develop their spiritual intelligence. (2) The obstacles faced in using Islamic picture story books include the lack of variations in Islamic picture story books provided by schools. Children lack focus when the teacher is telling exemplary stories. The learning process only emphasizes sensory perception, if the child is not focused, the child cannot understand the meaning of the story being told. In addition, the atmosphere was sometimes disturbed by children who did not focus on listening to stories.