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Implementasi Pola Asuh Ayah Tunggal dan Dampaknya terhadap Kemandirian Anak Usia Dini Adi Saputra; Dadan Nugraha; Purwati Purwati; Fauziyah Syarifatul Huriyah
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.740

Early childhood independence is a vital aspect of character development and readiness to face life’s challenges. This study aims to examine the parenting practices of single fathers and their impact on fostering independence in early childhood using a descriptive-analytical literature review approach. The findings reveal that the democratic parenting style is the most effective in promoting independence, characterized by responsibility-sharing, freedom of expression, and open communication. This style supports children’s physical, emotional, social, and moral development. Despite facing challenges such as limited time, advanced age, and dual household roles, single fathers can still provide nurturing and supportive parenting. Contributing factors such as role modeling, emotional support, a conducive environment, and school collaboration further enhance the effectiveness of parenting. The study concludes that the success of fostering independence in single-father families is strongly influenced by the quality of parenting and synergy between family and social environments.

Analisis Hubungan Intensitas Menonton YouTube dengan Kesantunan Berbahasa: Studi Korelasi pada Anak Usia 4–6 Tahun Siska Amaliyah; Taopik Rahman; Purwati Purwati
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.771

The advancement of digital technology has made YouTube an integral part of early childhood routines, serving as both entertainment and a source of visual information. This study aims to analyze the relationship between the intensity of YouTube viewing and language politeness among children aged 4 to 6 years in Tawang District, Tasikmalaya City. A quantitative correlational approach was employed, involving 178 children selected through purposive sampling. Data were collected using a structured questionnaire based on indicators of viewing intensity (frequency, duration, type of content) and principles of politeness in language. Instrument validity and reliability tests confirmed that the questionnaire was appropriate for data collection. Results showed that most children had moderate to high viewing intensity, predominantly watching entertainment content. Pearson correlation analysis revealed a positive and statistically significant relationship between YouTube viewing intensity and children's language politeness (r = 0.313; p = 0.000), although the strength of the relationship was categorized as low. These findings support cultivation theory, which posits that prolonged exposure to media can shape social behaviors, including the use of polite language. Therefore, YouTube can contribute to the development of polite language in children if accompanied by active parental guidance and exposure to age-appropriate content that carries positive values. This study provides implications for parents, educators, and policymakers to manage digital media consumption as a part of early childhood character education

Efektivitas Metode Read Aloud Terhadap Kemampuan Berpikir Kritis Anak Usia 5-6 Tahun Yayu Fauziah; Purwati Purwati; Alfian Azhar Yamin
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i2.1190

This study aimed to determine the effectiveness of the read-aloud method in enhancing the critical thinking skills of children aged 5–6 years at PGRI Kedunghalang Kindergarten, Tasikmalaya Regency. A quasi-experimental research method with a non-equivalent control group design was employed. The research subjects comprised two groups: Class B2 as the experimental group (n = 10) and Class B1 as the control group (n = 10). Data collection was conducted through structured observation using 12 behavioral indicators adapted from Robert Ennis's dimensions of critical thinking. Data analysis involved descriptive statistics, the Normalized Gain (N-Gain) test, and parametric inferential statistics (Independent Sample t-Test) following the fulfillment of normality and homogeneity test prerequisites. Descriptive analysis results showed an increase in the experimental group's mean score from 24.0 to 39.3, while the control group's score rose from 21.2 to 28.9. The N-Gain test confirmed that the experimental group achieved an improvement efficiency index of 63% (moderate category), representing a significantly higher gain compared to the control group, which achieved only 28% (low category). Furthermore, the Independent Sample t-Test results indicated a significant difference in critical thinking skills between the two groups (sig. < 0.05). It is concluded that the read-aloud method, combined with dialogic scaffolding, is highly effective in stimulating the foundations of higher-order thinking skills in early childhood, as opposed to conventional, one-way teaching methods

Analisis Kebutuhan Pengembangan Model Pendidikan Karakter Empati Anak Usia 5–6 Tahun Berbasis Teori Hoffman Melalui Picture Story Card Meli Nurkharisma; Purwati Purwati; Fauziah Syarifatul Huriyah
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i2.1199

Empathy is a fundamental socio-emotional competence in early childhood; however, empathy learning in preschool settings is generally implemented incidentally rather than through a systematic instructional model. This study aimed to analyze the needs for developing an empathy character education model for children aged 5–6 years based on Hoffman's Theory using Picture Story Cards as the foundation for the subsequent design phase. The study employed Educational Design Research (EDR) at the analysis and exploration stage. Data were collected through classroom observations, semi-structured interviews, and document analysis at TK Islam Al Azhar 33 Tasikmalaya and were analyzed qualitatively using the Miles, Huberman, and Saldana interactive model. The findings identified three major needs: (1) children demonstrated varying levels of empathy, particularly in recognizing emotions, expressing concern, and regulating social behavior; (2) teachers' efforts to foster empathy remained reactive and situational rather than systematically integrated into instructional practice; and (3) no instructional model or learning media specifically addressed empathy development based on Hoffman's developmental stages. The novelty of this study lies in establishing the conceptual foundation for integrating Hoffman's empathy development framework with Picture Story Cards into an early childhood character education model, an approach that has received limited attention in previous studies. Theoretically, the findings extend the application of Hoffman's Theory to instructional design in early childhood education. Practically, they provide evidence-based guidance for developing a structured, contextually relevant, and developmentally appropriate empathy learning model for preschool teachers

Stimulasi Multisensori sebagai Fondasi Pembentukan Karakter pada Anak Usia Dini Mimin Sa’adah; Purwati Purwati
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i2.1206

Early childhood is recognized as the golden age, a critical period for establishing neurological foundations and character traits that influence subsequent stages of development. Multisensory stimulation, defined as structured stimulation of the tactile, vestibular, proprioceptive, visual, auditory, olfactory, and gustatory systems, is considered an important approach but has not yet been comprehensively explored. This article aims to synthesize research findings published between 2020 and 2026 regarding the relationship between sensory stimulation and character development in early childhood, including the values of discipline, independence, responsibility, self-confidence, cooperation, empathy, and emotional regulation. This study employed a literature review using a qualitative descriptive-analytical approach. The data were analyzed through content analysis and narrative synthesis. The findings indicate that well-structured sensory stimulation delivered through multisensory play activities enhances children's emotional regulation, independence, and social interaction. Furthermore, sensory stimulation functions as a neurological mediator for the internalization of character values within the framework of moral knowing, moral feeling, and moral action. It can be concluded that early childhood education curricula should systematically integrate evidence-based sensory stimulation. In addition, the competencies of teachers and parents need to be strengthened to create sensory-rich environments that are responsive to the unique developmental needs of each child

Analisis Kebutuhan Pengembangan Media Big Book Untuk Pembelajaran Karakter Disiplin Anak Usia Dini Rafika Sita Camalia; Purwati Purwati; Anggi Maulana Rizqi
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i2.1208

Discipline is a fundamental character value that should be fostered from early childhood; however, its implementation in Early Childhood Education (ECE) remains constrained by the limited availability of instructional media specifically designed to support character development. This study aimed to analyze the need for developing a Direct Instruction-based Big Book as a foundation for designing instructional media to strengthen disciplinary character in young children. A descriptive qualitative approach was employed, with data collected through classroom observations and semi-structured interviews involving Group B teachers at a kindergarten in Tasikmalaya City, Indonesia. The data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that children's disciplinary character has generally developed but remains inconsistent due to differences in family support and the intensity of teacher supervision. Furthermore, the instructional media currently used are general in nature and have not been specifically designed to facilitate discipline character education. Teachers expressed the need for engaging, contextual, structured, and developmentally appropriate visual learning media. The scientific contribution of this study lies in providing an empirical needs analysis that serves as a foundation for developing a Direct Instruction-based Big Book, thereby extending previous studies that primarily focused on media implementation rather than systematic needs assessment. These findings imply that instructional media development for early childhood education should be grounded in teachers' actual needs to produce more relevant learning resources, strengthen systematic classroom practices, and enhance the effectiveness of discipline character education

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