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All Journal Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Al-ATHFAL: Jurnal Pendidikan Anak AL-ATHFAL: Jurnal Pendidikan Anak
Azima Wahidatu Wildana
STIT Muhammadiyah Kediri
Religion Education Languange, Linguistic, Communication & Media Mathematics Other

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KOLABORASI ORANG TUA DAN GURU DALAM MEMBIMBING KEINGINTAHUAN AGAMA ANAK GENERASI ALPHA Azima Wahidatu Wildana; Itsna Rusydiana
Al-ATHFAL: Jurnal Pendidikan Anak Vol. 7 No. 1 (2026): Januari
Publisher : LPPM IAD Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/a6p5f928

Abstract

The emergence of Generation Alpha, who grow up within a highly digitalized environment, has significantly transformed children’s religious curiosity. Religious teachings are no longer accepted merely as dogma; instead, children increasingly raise reflective and existential questions that demand logical and contextual explanations. This study aims to examine the forms of religious curiosity among Generation Alpha children and to analyze the importance of collaboration between parents and teachers in guiding this process. Employing a qualitative phenomenological approach, data were collected through in-depth interviews and participatory observation involving parents and Islamic education teachers. The findings reveal that children’s religious curiosity can be categorized into ontological, epistemological, and axiological questions. The study also demonstrates that a synergistic-dialogical collaboration between parents and teachers is essential to ensure consistency in religious understanding. Digital media function as supportive tools for pedagogical communication and coordination. Furthermore, a constructivist approach proves effective in facilitating dialogical, rational, and moderate religious learning. This research underscores that effective Islamic religious education for Generation Alpha requires sustained cooperation between family and school environments to foster meaningful, reflective, and well-integrated religious understanding.
HUMANISME PENDIDIKAN PAULO FREIRE DALAM IMPLEMENTASI SEKOLAH INKLUSI BAGI SISWA ANAK BERKEBUTUHAN KHUSUS Fitri Amalia Majid; Azima Wahidatu Wildana; Yuliana Nurul Islami
AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan Vol. 8 No. 3 (2026): Juli
Publisher : LPPM STAI Muhammadiyah Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/kfq1p268

Abstract

Inclusive education is an effort to realise educational justice for all learners, including children with special needs. However, the practice of inclusive education continues to face various challenges, including stigma, discrimination, and the limited participation of students with special needs in the learning process. This study aims to analyse the relevance of Paulo Freire’s educational humanism to the implementation of inclusive schools, examine the manifestation of the values of dialogue, humanisation, critical consciousness, and liberation, identify the supporting and inhibiting factors in its application, and analyse its contribution to the participation, empowerment, and development of the potential of students with special needs. This study employs a qualitative approach using library research. Data were obtained from Paulo Freire’s works, scholarly articles, academic books, and relevant previous studies, and were then analysed using content analysis techniques. The findings indicate that Paulo Freire’s educational humanism has strong relevance to inclusive education, as both emphasise respect for human dignity, equality, and participation. The values of dialogue, humanisation, critical consciousness, and liberation play an important role in creating an inclusive learning environment and supporting the empowerment of students with special needs. The successful implementation of these values is influenced by teacher competence, school culture, and policy support, while social stigma and traditional learning paradigms remain the main obstacles. Therefore, Paulo Freire’s educational humanism can serve as a philosophical foundation for developing inclusive schools that are more humane, democratic, and socially just.
Co-Authors Fitri Amalia Majid Itsna Rusydiana Yuliana Nurul Islami