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All Journal JAPRA (Jurnal Pendidikan Raudhatul Athfal) Journal of Social Science Incrementapedia: Jurnal Pendidikan Anak Usia Dini Journal of Early Childhood Education Jurnal Indonesia Sosial Teknologi Jurnal Pendidikan Indonesia (Japendi) Journal of Social Science Jurnal Tumbuh Kembang Anak Usia Dini Assessment: Journal Of Counseling Guidance Blantika : Multidisciplinary Journal Interdisciplinary Journal of Advanced Research and Innovation Global Educational Research Review Hadlonah : Jurnal Pendidikan dan Pengasuhan Anak Bulletin of Scientific Research in English Education Islamic Civilization and History Jurnal of Psycholinguistics Itibar: Jurnal Pendidikan Islam Anak Usia Dini. Journal of Early Childhood Islamic Education ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal Glosains: Jurnal Sains Global Indonesia I'tibar: Jurnal Pendidikan Islam Anak Usia Dini
Hafidhoh, Husnul
Sekolah Tinggi Agama Islam Kuningan, Indonesia
Religion Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Neuroscience Physics Public Health Social Sciences Other

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Developing PIAUD Students' Competence as Prospective Teachers in Designing Arabic Learning for Young Children: A Conceptual Framework for STAI Kuningan Mubarok Fatahillah; Husnul Hafidhoh; Betsi Siti Nurhidayah
Jurnal Pendidikan Indonesia Vol. 7 No. 6 (2026): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v7i6.10599

Abstract

Prospective teachers in Islamic Early Childhood Education (PIAUD) require integrated competencies to design Arabic learning that is linguistically accurate, developmentally appropriate, engaging, inclusive, and pedagogically meaningful. However, existing teacher preparation frequently separates Arabic language knowledge, early childhood pedagogy, learning media, and assessment, resulting in fragmented professional competence. This study aims to develop an evidence-informed competency framework to guide the preparation of PIAUD students at STAI Kuningan in designing Arabic learning for young children. The study employed a structured narrative review with an integrative conceptual synthesis by examining 18 selected scholarly and policy sources related to pedagogical content knowledge, early childhood education, Arabic language teaching, digital competence, learning media, and preservice teacher education. Thematic coding and conceptual comparison were used to identify recurring competency components and integrate them into a coherent framework. The findings generated six interrelated competency domains: child-development alignment, Arabic linguistic and content accuracy, coherence among objectives, activities, and assessment, play-based interaction and scaffolding, purposeful and safe media integration, and assessment, differentiation, and reflective improvement. The review also identified a recurring preparation gap in which confidence in using digital tools does not necessarily reflect integrated teaching competence. The proposed framework provides a practical foundation for curriculum redesign, authentic assessment, portfolio development, and future empirical validation to strengthen the preparation of prospective PIAUD teachers.
The Sociology of Religion: A Comparison of the Thinking of Emile Durkheim and Max Weber in Understanding the Role of Religion in Modern Society Ulfain Ulfain; Toat Haryanto; Mubarok Fatahillah; Husnul Hafidhoh
Jurnal Indonesia Sosial Teknologi Vol. 7 No. 2 (2026): Jurnal Indonesia Sosial Teknologi
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jist.v7i2.9159

Abstract

The background of this research focuses on the importance of understanding the role of religion in modern society, particularly through the thoughts of two major figures in the sociology of religion, Max Weber and Émile Durkheim. Although both agree that religion influences social structures, their views on its role differ significantly. The purpose of this study is to compare the thoughts of Max Weber and Émile Durkheim regarding the role of religion in modern society. The methodology used in this study is a qualitative approach with literature analysis, in which data are collected through the examination of works related to the theories of Weber and Durkheim, as well as relevant previous studies. The results show that Weber emphasized the role of religion in the formation of capitalism, while Durkheim focused on its role in creating social solidarity. Although they approach the issue in different ways, both agree that religion has a significant influence on the formation and organization of society. This research contributes to enriching the study of the sociology of religion by offering a new perspective for understanding the dynamics of religion in an increasingly complex and pluralistic modern society
Artificial Intelligence-Assisted Arabic Language Learning In Islamic Schools: Teachers’ Readiness, Challenges, And Pedagogical Opportunities Mubarok Fatahillah; Husnul Hafidhoh
Journal of Social Science Vol. 7 No. 1 (2026): Journal of Social Science
Publisher : Syntax Corporation Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46799/jss.v7i1.1068

Abstract

This study investigates the potential of Artificial Intelligence (AI) to enhance Arabic language learning in madrasahs Al Falah. Using a mixed-methods approach, both qualitative and quantitative data were collected to examine the impact of AI on Arabic language education. The qualitative phase involved in-depth interviews, focus groups, and case studies with teachers, students, and administrators, exploring their perceptions, experiences, and challenges related to AI integration. The quantitative phase included a survey assessing attitudes towards AI in language learning. Results reveal that AI offers significant benefits, including personalized learning, real-time feedback, and improved student engagement. However, challenges such as lack of training, insufficient infrastructure, and funding limitations hinder its full implementation. The study concludes that while AI has the potential to revolutionize Arabic education in madrasahs Al Falah, its successful adoption requires addressing these challenges and providing proper support to educators.
Implementing the Deep Learning Approach for Religious Literacy in Early Childhood: A Case Study Risnawati, Atin; Hafidhoh, Husnul; Permadi, Muhammad
THUFULA Vol 14, No 1 (2026): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v14i1.36238

Abstract

Early childhood education provides a crucial foundation for character development, including the cultivation of religious literacy. Within the context of the Merdeka Curriculum, which offers flexibility for early childhood education institutions, the Deep Learning approach has emerged as a promising strategy for fostering the holistic internalization of Islamic values. This study aimed to examine the implementation of the Deep Learning approach in fostering religious literacy among young children at IT Syntax Bubbly School Kindergarten. Employing a qualitative case study design, data were collected through participatory observations, in-depth interviews, and document analysis involving purposively selected teachers, the principal, and students. Data were analyzed using the Miles and Huberman interactive model. The findings revealed that the Deep Learning approach was implemented through exploratory, reflective, and project-based strategies, which supported children's understanding, appreciation, and enactment of religious values. The integration of religious literacy into daily activities, along with collaboration with parents, further facilitated the internalization of these values. However, several challenges were identified, including limited learning media and insufficient teacher competence. The study highlights the potential of the Deep Learning approach to support the holistic development of religious literacy in early childhood. It underscores the importance of strengthening teacher capacity and learning resources to optimize its implementation.
STRATEGI KOMUNIKASI EFEKTIF ANTARA GURU DAN ANAK DALAM PERKEMBANGAN BAHASA ANAK USIA DINI Rihaadatul 'Aisy; Gustiana Yuantini; Husnul Hafidhoh
I'tibar: Jurnal Pendidikan Islam Anak Usia Dini Vol. 8 No. 02 (2024): Desember 2024
Publisher : Program Studi Pendidikan Islam Anak Usia Dini

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53649/itibar.v8i02.853

Abstract

Teacher strategies in this research are the methods or methods used by teachers in developing language skills in early childhood. The aim of this research is to determine the effective communication strategies used by teachers in developing language skills in early childhood. This research is qualitative research using a descriptive approach. The subjects in this research were three teachers in the Hafsho class at Al Ittifaqiah Indralaya Islamic Kindergarten. Data collection techniques in this research are by observation, interviews and documentation. The data analysis technique in this research uses the Miles and Huberman model analysis technique, namely data reduction, data presentation, verification and conclusions. The research results found in this study regarding teacher strategies in developing early childhood language skills include direct communication (both with the teacher and with friends in class), role playing, singing, storytelling methods, playing with chain words, picture media and using letter cards. . After implementing this strategy by the teacher, there was very good development in the children, where all children had Very Well Developed (BSB) language skills..
Enhancing Arabic Language Competence through Songs and Storytelling in Early Childhood Education: A Case Study at RA Raudhatul Hidayah, Cirebon Mubarok Fatahillah; Husnul Hafidhoh
Blantika: Multidisciplinary Journal Vol. 3 No. 12 (2025): Special Issue
Publisher : PT. Publikasiku Academic Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57096/blantika.v3i12.497

Abstract

This study investigates the implementation of songs and storytelling as instructional strategies for Arabic language teaching in early childhood education at RA Raudhatul Hidayah, Cirebon, aiming to examine how these multimodal approaches contribute to children’s linguistic competence, engagement, and socio-emotional development. Employing a qualitative descriptive design, data were gathered through classroom observations over four weeks, semi-structured teacher interviews, and documentation analysis. Participants included twenty children aged 4–6 years and two teachers. Thematic analysis was applied to identify patterns related to language acquisition, engagement, and socio-emotional development. Findings indicate that songs enhance vocabulary retention, pronunciation, and oral expression, while storytelling contextualizes language, supporting comprehension and narrative skills. Children demonstrated increased engagement, motivation, and confidence during learning activities. Teachers affirmed the effectiveness of these methods but reported challenges including limited resources and variability in student participation. The study underscores the importance of multimodal, interactive teaching approaches integrating songs and stories to promote both linguistic and socio-emotional development in early learners. The study concludes that combining songs and storytelling constitutes an effective pedagogical approach for Arabic language learning in early childhood. Recommendations encompass systematic integration into daily curricula, adaptation of materials to developmental stages, and provision of teacher training to enhance instructional effectiveness. These findings contribute to the literature on early childhood Arabic education and offer practical guidance for educators in similar settings.
Co-Authors 'Aisy, Rihaadatul Alifa Suri Rahmadhina atin risnawati Betsi Siti Nurhidayah Cecep Agus Diana, Raden Rachmy El Habib, Nur Gustiana Yuantini Hibana Hibana Maoti, Manapiyah Mazidah, Nihayatul Mubarok Fatahillah Muhamad Ansori Mursid Mursid Najhah Barnamij Permadi, Muhammad Rihaadatul 'Aisy Susilo Surahman Suyadi Toat Haryanto Ulfain Ulfain Yuantini, Gustiana