The most basic need in educational institutions is about space. In accordance with the stage of development of a child at the age of two to six years is a sensory motor stage. the concept of a play-based learning environment, outdoor learning space provides a broad arena for stimulation of AUD physical and psychological growth as stated in the SISDIKNAS. However, empirical facts in the field, in general, the learning environment developed is still focused on efforts to design an indoor space. The purpose of this study was written to determine the extent to which the design and implementation of outdoor learning space concepts in the Integrated PAUD Al-Furqan Jember Study Group can be implemented. In this study, the method used is descriptive qualitative. With 3 stages, including: pre-field stage, field work, data analysis. To obtain the required data or information, the data source is determined. While the techniques used are: observation, interviews, and documentation techniques. Then from the data obtained, the data is analyzed. The results of the data analysis were compiled in the form of a report using descriptive analysis techniques. Data reduction is closely related to the data analysis process. The findings show that the Integrated Learning Group (KB) Al-Furqan Jember, has implemented the outdoor learning space design in various learning activities, although conceptually it still needs to be further developed.   Abstrak Kebutuhan yang paling mendasar pada lembaga pendidikan adalah tentang ruang. Sesuai dengan tahap pekembangan anak pada usia dua sampai enam tahun merupakan tahapan sensorymotor. Konsep lingkungan pembelajaran berbasis bermain (play based learning), ruang luar (outdoor learning space) memberikan keluasan ajang bagi rangsangan tumbuh kembang fisik dan psikis AUD sebagaimana yang dinyatakan dalam UU Sisdiknas. Namun fakta empiris di lapangan, secara umum lingkungan pembelajaran yang dikembangkan tersebut masih terfokus kepada upaya tata desain yang bersifat ruang dalam (indoor space). Tujuan penelitian ini ditulis, untuk mengetahui sejauh mana desain dan implementasi konsep-konsep out door learning space pada Kelompok Belajar (KB) PAUD Terpadu Al-Furqan Jember dapat terlaksana. Pada penelitian ini metode yang digunakan adalah deskriptif kualitatif. Dengan 3 tahapan antara lain: tahap pra lapangan, pekerjaan lapangan dan analisa data. Untuk memperoleh data atau informasi yang diperlukan, maka ditentukan sumber data. Sedangkan teknik-teknik yang digunakan adalah: observasi, wawancara, dan teknik dokumentasi. Kemudian dari data yang diperoleh, data tersebut dianalisis. Hasil analisis data tersebut disusun dalam bentuk laporan dengan teknik deskriptif analisis. Reduksi data berkaitan erat dengan proses analisis data.  Hasil temuan menunjukkan bahwa Kelompok Belajar (KB) Terpadu Al-Furqan Jember, telah mengimplementasikan desain ruang pembelajaran outdoor di dalam berbagai aktivitas pembelajaran, meski secara konseptual masih perlu dikembangkan lebih lanjut

Learning space is a fundamental need in education. The availability of space for educational institutions is a necessity to accommodate all learning activities. This is no exception for early childhood education. The purpose of this study was to describe and analyze the management of the learning space to foster the value of children's spirituality. The research was conducted at the Nurul Islam Islamic School (SANI) at the Nurul Islam Islamic Boarding School Jember. The study focused on the analysis of the learning space for early childhood based on the theory of  (Taylor et al., 2009), as well as several other relevant theories. Data was extracted through observation, interviews, documentation and photography and analyzed in three steps: data condensation, data presentation, and drawing conclusions or verification based on source triangulation. In this study, it was found that the management of the SANI learning space is a development of Taylor theory, namely the content, context, learning process, and spiritual values of the pesantren tradition in managing the SANI learning space

Financial literacy is an important thing that is needed by everyone. This literacy is very necessary when an individual is about to make his personal financial decisions. Where an understanding of financial literacy will help in considering and making financial decisions, according to the conditions of each individual. Limited financial literacy will result in inaccurate financial decision making and lack of financial planning for the future. Limited financial literacy in a person will also lead to undirected spending and can make wrong financial decisions. Which will have an impact on his personal life and well-being. Someone who has a good level of financial understanding, will focus more on their personal financial planning to avoid adverse financial impacts in their lives and avoid mistakes in financial planning. Islamic financial literacy is important for individuals, especially Muslims, to be used as considerations in making financial decisions and making financial planning in accordance with Islamic Sharia. Good knowledge and skills in managing individual finances  is needed to be able to make personal financial planning. Education on financial management is needed to increase understanding of personal financial management. The method used in this article is a systematic review sourced from references from various journals in the form of empirical research and conceptual studies then online literature sources.This article aims to conduct a systematic review sourced from references in various journals in the form of empirical research and conceptual studies to identify the findings and contributions resulting from the previous studies.

Pendidikan kesenian masih mendapat porsi yang minim dalam pembelajaran, baik  pada jenjang pendidikan dasar maupun menengah. Sebaliknya, pada jenjang pendidikan anak usia dini seni justru menjadi fokus utama. Pada sisi yang lain, materi yang diajarkan selama ini lebih bersifat teoretis. Sedangkan fakta di lapangan lebih membutuhkan dalam bentuk praktik seperti pada setiap acara resmi dan upacara hari-hari besar nasional. Untuk itulah pengabdian kepada masyarakat berupa pelatihan conducting/dirigen  diperlukan bagi pengembangan kreatifitas guru PIAUD, MI dan MTs. Kegiatan pelatihan ini menggunakan metode; ceramah, diskusi, dan praktik. Hasil Pelaksanaan kegiatan pengabdian kepada masyarakat ini dimaksudkan untuk membantu para guru PIAUD, guru Kesenian MI dan MTs dalam mengembangkan kreatifitas pada bidang seni antara lain dengan tahapan kegiatan yang dijalankan meliputi persiapan, pelaksanaan, dan evaluasi serta bekerjasama dengan HIMPAUDI, IGRA dan Kepala Sekolah PIAUD, MI dan MTs se Kecamata Kaliwates Kabupaten Jember. Materi yang dirsampaikan yaitu: Teori Musik, Birama, dan Teknik Conducting. Praktik dan latihan yang berulang pada para peserta serta mulai berkembangnya pemahaman akan teori musik dan tanda birama,  dapat di tarik satu kesimpulan bahwa pelatihan conducting ini dapat lebih mengembangkan kreatifitas para guru PIAUD dan Guru Kesenian MI dan MTs di Kecamatan Kaliwates Kabupaten Jember.

The teacher is the main component of the education system because the teacher can influence the quality of the educational process and outcomes. This research aimed to find out the lesson plan, learning implementation, learning evaluation, and supporting and inhibiting factors in improving students’ creativity. Research approach used was qualitative with descriptive method. Data were collected through interview, observation, and study documentation. Research subjects were principal, vice principal in the curriculum, Art and Culture teachers, and students. The results showed that: (1) planning was formulated based on curriculum 2013 and there were still some corrections to be improved. Planning was formulated by teachers in teaching administration such as syllabus, lesson plan, teaching and learning activities, annual program, semester program, effective time, and item analysis. (2) Learning implementation carried out by Art and Culture teacher was not implemented as stated in the lesson plan. (3) Leaning evaluation of Art and Culture subject was disorganized and assessment was not based on the follow-up a program. (4) The supporting factor of learning Art and Culture subject in improving students’ creativity was the internal factor from student itself. The inhibiting factors were insufficient facilities and infrastructures and lack of learning hours for cultural arts practices that fit the curriculum found in Extracurricular