TK

On Tuesday, 3 February 2026, the kindergarten pupils of Al Siddiq International took part in an Educational Field Trip filled with joy and new experiences. This activity was part of an out-of-class learning programme designed to provide children with direct, hands-on experiences. On this occasion, our destination was the National Library, a place rich in sources of knowledge and engaging reading materials for children. The purpose of this field trip was to foster a love of reading from an early age, introduce children to the library environment, and train them to be orderly and independent in public places. In addition, this visit offered children the opportunity to learn in a fun and enjoyable way—not only through books in the classroom, but also through real-life experiences outside school. The journey began with great enthusiasm. The children first gathered in front of Bella Vista as the meeting point. Once all participants were present, we departed together for the National Library by bus. Throughout the journey, the children were visibly excited and eager to arrive at their destination. Upon arrival at the National Library, we took group photographs in front of the building as a keepsake. The group then proceeded to the 7th floor, which houses the children’s services area. There, the children took part in a read-aloud session guided by staff from the National Library. They listened attentively and appeared to thoroughly enjoy every part of the story being read. After the read-aloud session, the children were given the opportunity to read independently. They were free to choose books that interested them, sit calmly, and turn the pages one by one with great curiosity. This activity helped develop their concentration, independence, and love for books. To conclude the programme, a plaque from TK Al Siddiq International was formally presented by the Head of TK Al Siddiq to the National Library staff. This moment symbolised our gratitude for the warm welcome and the valuable experience provided to the children. This field trip became a joyful occasion filled with happiness and beautiful memories that the children will not easily forget.By Inka Amalia, S.Pd

On Tuesday, 27 January, TK B2 Fatimah Azzahra, and on Wednesday, 28 January 2026, TK B1 Ummu Kultsum of Al Siddiq International took part in a creative Art & Creativity learning activity held in the art classroom. This activity focused on the theme of recycling by creating berry fruits from used bottle caps. Through this fun and educational activity, children were encouraged to explore shapes and colours while learning about various types of berries such as strawberries, blueberries, cherries, and grapes. The activity began with the teacher introducing different types of berries to the children. Through pictures and short stories, the children learned the names of berries, their shapes, colours, and distinctive tastes. Afterwards, the children were invited to mention the berries they already knew as a form of two-way interaction and an initial assessment of their understanding of the topic. Next, the children began creating their artwork using recycled bottle caps. The caps were attached to paper or cardboard and arranged to resemble their chosen berries. With the help of watercolours and their own creativity, the children decorated the bottle caps to look like red strawberries with white spots, bluish-purple blueberries, clusters of grapes, or cherries with green stems. This process not only developed the children’s fine motor skills, but also enhanced creativity, patience, and hand–eye coordination. Once the artworks were completed, each child was encouraged to explain which berry they had created. This activity aimed to develop communication skills, boost self-confidence, and provide opportunities for children to express their ideas and creations. The children appeared enthusiastic and proud as they presented their work to their friends. The purpose of this activity was to nurture creativity and imagination in early childhood through the use of environmentally friendly recycled materials. In addition, the activity introduced children to different types of berries, instilled the importance of caring for the environment, and encouraged appreciation of both the creative process and the work of themselves and others. This activity serves as a clear example of how art can be integrated into thematic learning in a meaningful and enjoyable way for children.By Inka Amalia, S. Pd

On Monday, 26 January, TK B2 Fatimah Azzahra, and on Tuesday, 27 January 2026, TK B1 Ummu Kultsum of Al Siddiq International carried out a unique and enjoyable mathematics learning activity in the Science and Math classroom. The activity focused on exploring numbers and patterns through hands-on experiences such as peeling oranges, counting the segments of the fruit, and creating mosaics from orange peels. By using a concrete, experiential approach, this activity became an effective way to introduce basic mathematical concepts to early childhood learners. The activity began with each child receiving an orange. The children were encouraged to peel the fruit independently, helping to develop their fine motor skills. They were then asked to count the number of segments inside the orange. Through direct counting, the children were introduced to number concepts and practised one-to-one counting while enjoying the learning process in a fun and relaxed atmosphere. Beyond counting activities, the children were also invited to be creative by using the orange peels they had removed. The peels were arranged into simple mosaic patterns on paper. This creative activity aimed to develop imagination and creativity, as well as introduce children to the concepts of patterns and geometric shapes. By using natural materials such as orange peels, learning became more meaningful and closely connected to everyday life. The purpose of this activity was to introduce basic mathematical concepts such as numbers, quantity, and patterns to young children in a concrete, contextual, and enjoyable way. In addition, the activity supported sensory development and fine motor skills, while fostering careful observation, concentration, and stimulating logical and systematic thinking. Children learned not only through theory, but also through direct experiences that they could see, touch, and understand. Overall, the activities of peeling oranges, counting fruit segments, and creating mosaics from orange peels at TK B Al Siddiq International provided more than just an introduction to mathematics. They offered a holistic and enjoyable learning experience. Through an interactive and exploratory approach, children became more enthusiastic and actively involved in the learning process. This activity demonstrates that mathematics can be taught in a fun and meaningful way from an early age.By Inka Amalia, S. Pd

The activity of eating mung bean porridge was carried out as part of a series of Project Based Learning activities that had been conducted previously. This activity was attended by the children of Al Siddiq Kindergarten and took place on Thursday, 22 January 2026. The session was held in the Ummu Kultsum classroom in a warm and enjoyable atmosphere. Through this activity, the children were introduced to mung beans not only as plants that they had planted and observed as they grew, but also as a food ingredient that can be processed and consumed. The children learned that plants which grow well can provide benefits in everyday life. This helped them understand the connection between the planting process and the results that can be utilised. The purpose of the mung bean porridge eating activity was to provide young children with direct experience in recognising the taste, texture, and aroma of foods made from mung beans. The children were encouraged to be brave in trying new foods, especially those who had never tasted mung bean porridge before. This activity also instilled the habit of eating together in an orderly manner and with a sense of gratitude. The activity began with the teacher opening the class with a simple explanation about the parts of the mung bean plant, such as the roots, stem, and leaves. This explanation served as reinforcement of the planting and observation activities that had been carried out previously. The children listened enthusiastically and recalled their experiences while caring for the mung bean plants. After that, the teacher distributed the mung bean porridge to the children one by one. The children then recited a prayer before eating together. The classroom felt warm as the children enjoyed the mung bean porridge. Some children ate eagerly, while others tried it slowly, as this was their first experience eating mung bean porridge. Through this activity, the children not only learned about healthy food, but also learned to be grateful, to share, and to appreciate the process. The mung bean porridge activity became a meaningful closing to the Project Based Learning series, as the children were able to experience the learning outcomes from beginning to end in a simple and enjoyable way.By Inka Amalia, S.Pd

The Project-Based Learning activity of planting mung beans was carried out by students at Al Siddiq Kindergarten as part of a thematic learning programme that is both enjoyable and meaningful. The activity took place over one week, from Monday to Friday, 19–23 January 2026. All activities were conducted in each classroom with the guidance and support of teachers. Through this activity, children were introduced to the process of planting and caring for plants from an early age. They did not only observe the final results but were actively involved in every stage. Children learned that plants require attention, time, and proper care in order to grow well. This activity helps cultivate a sense of responsibility and care for their surrounding environment. The main objective of this activity was to provide young children with real, hands-on learning experiences. Children were trained to observe, compare, and analyse the differences in the growth of mung bean plants placed in a dark location, indoors with sunlight exposure, and outdoors under direct sunlight. From this activity, children could understand in a simple way that light and the environment significantly affect plant growth. On Monday, 19 January 2026, the activity began with watching a video together in the Zainab classroom about a mung bean seed experiment. After this, the children started planting the mung beans step by step under the teacher’s guidance. They prepared plastic cups, neatly arranged cotton, sprinkled the mung bean seeds on top of the cotton, and poured water until the cotton became wet. This process trained children’s fine motor skills as well as their ability to follow instructions in order. From Tuesday to Friday, 20–23 January 2026, the children regularly watered the mung bean seeds by dripping water using pipettes. In addition to watering, the children were encouraged to record and draw the growth of the mung bean plants in the books provided. This activity developed patience, attention to detail, and the children’s ability to observe changes day by day. The culmination of the project took place on Friday, 23 January 2026. The children, together with their teachers, observed the differences in the growth of the mung beans under the three different treatments. They engaged in simple discussions about which plants grew tallest, were the greenest, and the strongest. Through this activity, children learned to express their opinions, listen to their peers, and draw simple conclusions from their own observations.By Inka Amalia, S.Pd

On Thursday, 15 January 2026, the children of TK Al Siddiq International took part in a film-viewing activity about the event of Isra Mi’raj of the Prophet Muhammad (peace be upon him). This activity was carried out as part of religious learning, designed in a fun and age-appropriate way for kindergarten students. The day began as usual. The children arrived at school enthusiastically and then lined up together. Afterwards, they joined a circle time session for prayers and light conversation with their teachers. The activities continued with the Dhuha prayer together, followed by snack time to ensure the children remained comfortable and ready for the next activity. After completing the initial activities, the children were invited to go to Zainab Class. In the classroom, they watched a film about the story of Isra Mi’raj using a smart board provided by the government. The film was presented with engaging visuals and storytelling to help the children easily understand the journey of the Prophet Muhammad (peace be upon him) when he received the command to perform the prayers. The purpose of this activity was to introduce and remind children of the story of Isra Mi’raj of the Prophet Muhammad (peace be upon him) from an early age. In addition, the teachers explained that the following day, Friday, 16 January, would be commemorated as Isra Mi’raj Day. Through this, the children were expected to begin recognising important days in Islam and their meanings in a simple way. After watching the film, the children participated in a light question-and-answer quiz. The teachers asked questions related to the story they had just watched to see how well the children remembered and understood the story of Isra Mi’raj. The children were very enthusiastic in answering the questions in their own words. The activity then concluded in an orderly manner. The children returned to their respective classrooms under the guidance of their teachers. Through this activity, it is hoped that the children not only gained religious knowledge, but also learned to focus, listen to stories, and confidently express their opinions.By Inka Amalia, S.Pd

Drawing and storytelling activities about holidays were carried out with the children of Al Siddiq Kindergarten from Monday to Tuesday, 12–13 January 2025. These activities took place in the classroom in a fun and enthusiastic atmosphere. The children appeared excited as they were given the opportunity to express their holiday experiences. On Monday, the children were asked to draw the most memorable moments from their school holidays. The materials used included A4-sized HVS paper and each child’s own crayons. The children were free to express their ideas, such as spending time with their families, playing at home, or visiting certain places. Through this activity, teachers were able to observe the children’s creativity as well as their ability to represent experiences through drawings. The drawing activity aimed to develop several aspects of the children’s growth and development. In terms of physical and motor skills, children practised hand and finger coordination while holding and using crayons. From a cognitive perspective, children learned to recall their holiday experiences and translate them into visual forms. Artistic development was also fostered through their choice of colours and shapes. On Tuesday, the activity continued with storytelling sessions in front of the class based on the drawings they had created. The children were asked to greet the audience, introduce themselves, explain their drawings, share whom they spent their holidays with, and express their feelings. This activity was conducted in turns with guidance from the teacher to help children build confidence. Through the storytelling activity, children’s language development was enhanced as they learned to form sentences and speak in front of others. Social and emotional development was also nurtured, as children learned to wait for their turn, listen to their friends, and confidently express feelings such as happiness, longing, or joy. In addition, moral and religious values were developed through the practice of greeting others and speaking politely. Overall, the drawing and storytelling activities about holidays aimed to stimulate six aspects of children’s development: moral and religious values, physical and motor skills, cognitive abilities, language skills, social and emotional development, and artistic expression. These activities were not only enjoyable but also meaningful, as they supported children’s holistic development through experiences closely related to their everyday lives. By Inka Amalia, S.Pd

On Wednesday, 17 December 2025, TK B Al Siddiq carried out a life skills development activity at the Al Siddiq Field. The activity was enthusiastically attended by all TK B pupils. This life skills programme was designed as part of daily learning to help children become accustomed to carrying out simple activities independently within the school environment. The activity began as part of the school’s daily routine, with the children lining up in an orderly manner, followed by circle time for prayers and a brief discussion with the teacher. After that, the children performed Dhuha prayer together and enjoyed snack time. This initial sequence aimed to prepare the children physically and mentally before moving on to the main activity. The primary objective of this life skills development activity was to foster independence in students from an early age. In addition, the activity aimed to cultivate a sense of responsibility for personal belongings, develop fine motor coordination, build self-confidence, and accustom children to following instructions in sequence. The children also learned to be patient while waiting for their turn and to respect their peers. Before the sandal-washing activity began, the children prepared themselves by rolling up their sleeves to their elbows to prevent them from getting wet. They did this independently by unbuttoning their sleeves, in accordance with the methods previously taught by the teacher. This simple activity served as an important exercise to help children become accustomed to taking care of themselves without always relying on adult assistance. Next, the children put on their sandals and walked to the washing area in front of the sinks. In turns, they wet their sandals with water and then scrubbed them using used toothbrushes brought from home. The teachers accompanied the children and provided guidance to ensure the activity was carried out safely and correctly, while still giving the children the opportunity to try on their own. After the sandals were cleaned, the children placed them in the designated area to dry for a short time. The activity concluded with tidying up the surrounding area and a brief reflection session with the teacher. Through this life skills activity, it is hoped that the TK B Al Siddiq children will become increasingly independent, responsible, and develop positive habits that are beneficial in their daily lives.By Inka Amalia, S.Pd

This archery extracurricular activity was introduced as a programme to help children develop body coordination, concentration, and the ability to follow instructions calmly. The activities were designed to be simple and safe, in line with the needs of kindergarten-aged children. The main focus was not on shooting accuracy, but on the learning process and new experiences that help build children’s confidence. The participants were students of TK Al Siddiq. At this stage of growth and development, children are full of curiosity, making archery an engaging and exciting experience for them. Each step of the activity was carried out with close supervision so that the children felt safe and remained enthusiastic throughout the session. The activity took place at the Kempo field, a spacious and secure area suitable for archery practice. This location allowed children to move freely, warm up, and try archery without disrupting other school activities. The open field also helped children recognise space and maintain safe distances. This extracurricular activity was held on 9 December 2025. The schedule was arranged to align with learning activities so that children would not feel tired and could participate in the session in good condition. With a well-organised timetable, teachers, coaches, and students were able to prepare themselves before the activity began. The objectives of this activity relate to the six areas of child development. In terms of gross motor skills, children learned to move their bodies while holding the bow, drawing the string, and releasing the arrow. Fine motor skills were also developed as they adjusted finger positions and grip. From a cognitive perspective, children learned to understand sequences of steps and safety rules. Language development was supported as children listened to instructions and responded to questions from teachers or coaches. Social development was evident when children waited for their turn and worked in groups. Emotional development emerged as children learned to manage feelings of tension or pride after succeeding. Moral development was reflected in children’s obedience to rules and respect for their friends’ turns. The activity was carried out with a clear and structured flow. The teacher began by explaining what activities would be undertaken and the rules that the children needed to understand. After that, the teacher and students walked to the field using a guiding rope to keep the line orderly and easy to supervise. Upon arrival, they greeted the coach and carried out warm-up exercises together. The coach then divided the children into groups according to their classes. The children took turns trying archery, guided directly by the coach to ensure safety and proper direction. In this way, the archery activity not only trained physical skills but also fostered discipline, courage, and teamwork. It provided a new, enjoyable, and beneficial experience that supported children’s holistic development.By Inka Amalia, S.Pd

This mathematics assessment was designed to observe children’s basic understanding of numbers, patterns, sizes, and relationships between objects. The activities focused on abilities appropriate to the developmental stage of kindergarten children, particularly early numeracy skills and shape observation. The assessment was conducted in a simple manner so that the children felt comfortable and were able to demonstrate their abilities naturally. The participants in this activity were the students of TK B Al Siddiq. At this age, children are actively exploring their surroundings, so the assessment was made engaging and easy to follow. Each task was adjusted to suit their individual abilities, both for those who were already confident in counting and for those who still required visual support. The activity took place in the classroom, an environment that was already familiar to the children. This familiar setting helped them remain calm and focused. The classroom also allowed teachers to monitor each child closely and provide support whenever needed. The assessment was conducted on 9 December 2025. The choice of this date was aligned with the learning schedule so as not to disrupt other routines. With a clear timetable, teachers were able to prepare the materials, worksheets, and small-group arrangements to ensure the activity ran smoothly. The objectives of this assessment were linked to six areas of child development. First, cognitive development, including the ability to recognise numbers, distinguish sizes, and understand sequences. Second, fine motor development through activities such as writing numbers, drawing circles, and assembling puzzles. Third, language development, as children needed to understand instructions and, in some cases, explain their answers. Fourth, social development, shown when children waited for their turn and worked in small groups. Fifth, emotional development, which emerged as children learned to manage their confidence and patience. Sixth, moral development, reflected in orderly behaviour, taking turns, and completing tasks honestly. The assessment was carried out in stages. Teachers began by demonstrating how to complete the worksheets so that the children had a clear understanding of the tasks. While waiting to be called, the children worked on worksheets that included practising writing numbers from 1 to 20 and drawing circles according to the specified quantities. Every three children were then called to take part in the core assessment, which involved assembling puzzles and arranging objects from the smallest to the largest. This approach enabled teachers to observe each child’s abilities more closely without making them feel rushed. With this approach, the assessment was not merely an evaluation, but also an opportunity for children to learn and demonstrate their abilities in a positive and well-structured environment.By Inka Amalia, S.Pd