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All Journal Educazione: Journal of Education and Learning Early Childhood Development Gazette
Prafitriyani Putri
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Religion Humanities Education Social Sciences

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Fostering Critical Thinking in Early Childhood: Teacher Scaffolding Strategies for Children Aged 5–6 Annisa Tri Ananda Dewi; Naura Nadhifah; Prafitriyani Putri; Zayyidatur Rohmah; Aqna Rahma Atika
Early Childhood Development Gazette Vol. 3 No. 1 (2026): January-June
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/gazette.v3i1.2038

Abstract

Critical thinking is an essential skill that needs to be developed from an early age to support children’s cognitive development and problem-solving abilities. This study aims to explore teacher scaffolding strategies in fostering critical thinking among children aged 5–6 years in early childhood education settings. The research employed a qualitative approach using a case study design. Data were collected through classroom observations, teacher interviews, and documentation of learning activities. The data were analyzed using an interactive analysis model consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal that teachers apply several scaffolding strategies to stimulate children’s critical thinking, including questioning techniques, guided interaction, modeling, and gradual assistance. These strategies encourage children to express ideas, analyze situations, and develop simple problem-solving abilities during learning activities. The study implies that effective scaffolding practices can create interactive learning environments that support children’s cognitive engagement and critical thinking development. Therefore, integrating scaffolding strategies into daily teaching practices is important for promoting meaningful learning experiences and supporting early childhood cognitive development.
Harmonizing Revelation and Reason: Theoretical Frameworks for Integrating Islamic Values and Modern Science Prafitriyani Putri; Ade Irvan; Nadia Arrifqi; Muhammad Ikhlasul Amal; Helmi Syaifuddin
Educazione: Journal of Education and Learning Vol. 3 No. 1 (2025): Character and Religiosity in Islamic Education
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/educazione.v2i2.2561

Abstract

This study aims to analyze the scientific paradigm of integrating Islamic and modern scientific knowledge in Islamic higher education through a literature-based approach. It employs a descriptive qualitative method using systematic analysis of relevant scholarly literature. The findings indicate that the integration concept emphasizes the unity of religious knowledge and contemporary science through a holistic framework based on the philosophy of a cell of knowledge and a house of civilization. This integration contributes to the advancement of Islamic higher education by strengthening the coherence between faith and scientific inquiry and offers implications for developing a more holistic and value-based academic paradigm in Muslim educational contexts. It also provides strategic recommendations for curriculum development, interdisciplinary collaboration, and the strengthening of integrative epistemology to support the sustainability of Islamic higher education transformation in response to global academic challenges. Overall, the study highlights the importance of integrating spiritual values and scientific reasoning as a foundation for future educational innovation and intellectual development within Islamic scholarship in higher education contexts worldwide and continuous improvement.
Co-Authors Ade Irvan Annisa Tri Ananda Dewi Aqna Rahma Atika Helmi Syaifuddin Muhammad Ikhlasul Amal Nadia Arrifqi Naura Nadhifah Zayyidatur Rohmah