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p-Index From 2021 - 2026
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All Journal JURNAL AKSIOMA AL-ASAS Journal of Early Childhood Education
Annafi Nurul Ilmi Azizah
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Talaqqi Method: Children's Language Development in Tahfidzul Al-Qur'an Program During Covid-19 Pandemic Annafi Nurul Ilmi Azizah; Marhumah Marhumah; Feri Faila Sufa
JOYCED: Journal of Early Childhood Education Vol. 1 No. 2 (2021): JOYCED : Journal of Early Childhood Education
Publisher : PROGRAM STUDI MAGISTER PENDIDIKAN ISLAM ANAK USIA DINI (PIAUD) FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SUNAN KALIJAGA YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/joyced.2021.12-03

Abstract

This study aims to describe the implementation of the talaqqi method in the development of language and religious values in the Qur'an tahfidzul program for early childhood applied in BA Aisyiyah Mayang Gatak. This research uses descriptive methods with a qualitative approach. The subjects of the study were the principal, Teacher Tahfidz, and Children. Data collection in this study using observation methods, interviews, and documentation. This study shows that the implementation of talaqqi method on language development in receptive language achievement is that the child will have many and varied vocabulary, can straighten the child's tongue, read letters well, children can pronounce according to the makhraj letter. The implementation of talaqqi method on the development of children's religious values can instill culture to children, invite children to love Allah SWT, Children are introduced to the Qur'an and love the Qur'an, and print a generation of praiseworthy morals. Children can understand and understand the content of the Qur'an, and children have a religious character from an early age.
Strategi Guru dalam Mengembangkan Pembelajaran Mendalam (Deep Learning) pada Pendidikan Anak Usia Dini Annafi Nurul Ilmi Azizah; Rahma Widia Wati; Vitaria Aqatha; Dewi Andini Nurhayati; Anisatur Rofiah; Meyda Setyana Hutami
E-JURNAL AKSIOMA AL-ASAS Vol 7 No 1 (2026)
Publisher : LPPM STAI La Tansa Mashiro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55171/jaa.v7i1.1667

Abstract

This study aims to describe teachers’ strategies in developing deep learning in early childhood education. The research employed a descriptive qualitative approach involving teachers at TK Insan Kamil Sukoharjo as research subjects. Data were collected through in-depth interviews and documentation, then analyzed using data reduction, data presentation, and conclusion drawing techniques. The findings revealed that teachers implemented the principles of mindful, meaningful, and joyful learning through triggering questions, simple experiments, flexible thematic learning, and the use of concrete media and the surrounding environment. These strategies increased children’s active participation, creativity, critical thinking skills, and self-confidence. In addition, differentiated learning strategies helped accommodate children’s diverse learning needs and characteristics. Deep learning was considered effective when supported by teacher competence, flexible planning, and a conducive learning environment.
Teachers Communication Strategies in Regulating Early Childhood Emotions Firyal, Marzuqoh Nabilah; Maharani, Saffa; Muti’ah, Muti’ah; Zahra, Revalya Ananta; Azizah, Annafi Nurul Ilmi
JOYCED: Journal of Early Childhood Education Vol. 6 No. 01 (2026): JOYCED: Journal of Early Childhood Education
Publisher : PROGRAM STUDI MAGISTER PENDIDIKAN ISLAM ANAK USIA DINI (PIAUD) FAKULTAS ILMU TARBIYAH DAN KEGURUAN UIN SUNAN KALIJAGA YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/joyced.2026.61-08

Abstract

Purpose - This study aims to analyze teachers’ communication strategies in supporting young children's emotional regulation at RA Asmaul Husna Baki Sukoharjo and to identify contextual factors influencing the implementation of these strategies. Although emotional regulation has received considerable attention in early childhood education research, limited studies have specifically examined how teachers integrate verbal and nonverbal communication strategies within Islamic early childhood education settings. This study therefore addresses this gap by exploring teacher communication as the central mechanism for fostering children's emotional regulation. Design/methods/approach - A descriptive qualitative design was employed. Data were collected through in-depth interviews, participatory observations, and document analysis involving teachers and children aged 4–6 years at RA Asmaul Husna Baki Sukoharjo. Data were analyzed using the interactive model of data reduction, data display, and conclusion drawing. Findings - Teachers implemented integrated verbal and nonverbal communication strategies to facilitate children's emotional regulation. Verbal communication included emotion labeling, conflict mediation, positive reinforcement, and reflective dialogue, while nonverbal communication involved facial expressions, voice intonation, gestures, physical proximity, and calming touch. These strategies encouraged children to recognize, express, and regulate their emotions more appropriately during classroom interactions. Research implications/limitations - The findings also reveal that the effectiveness of teacher communication was strongly influenced by the consistency of emotional support provided in the family environment, highlighting the importance of sustained collaboration between teachers and parents through structured parenting programs. Originality/value - This study contributes to the literature by proposing an integrated teacher communication framework that positions verbal and nonverbal communication as interconnected pedagogical practices for strengthening emotional regulation within the distinctive context of Islamic early childhood education.
Co-Authors Anisatur Rofiah Dewi Andini Nurhayati Feri Faila Sufa Firyal, Marzuqoh Nabilah Maharani, Saffa Marhumah Marhumah Meyda Setyana Hutami Muti’ah, Muti’ah Rahma Widia Wati Vitaria Aqatha Zahra, Revalya Ananta