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All Journal Nadwa : Jurnal Pendidikan Islam TAWASUT Indonesian Journal of Moderate Islam Walisongo: Jurnal Penelitian Sosial Keagamaan Journal of Islamic Studies and Humanities Diroyah : Jurnal Studi Ilmu Hadis Edukasia Islamika Al Ishlah Jurnal Pendidikan Edukasi Islami: Jurnal Pendidikan Islam Islamic Review : Jurnal Riset dan Kajian Keislaman Journal on Education DAYAH: Journal of Islamic Education at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Jurnal Ilmu Manajemen dan Pendidikan Educational Technology Journal Edudeena : Journal of Islamic Religious Education at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Jurnal Pendidikan Islam Ribhuna: Jurnal Keuangan dan Perbankan Syariah International Journal of Educational Narratives
Raharjo Raharjo
State Institute For Islamic Studies (IAIN) Walisongo, Semarang
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Little Merchants, Big Questions: Narrative Accounts of Early Childhood Scientific Attitudes in a Traditional "Market Day" Activity Asrul Faruq; Raharjo Raharjo; Sofa Muthohar; Rusi Novi Safitri; Izdihar Syifa Cahyani; Wan Khairul Aiman Wan Mokhtar
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3665

Abstract

Background. Developing scientific attitudes in early childhood is important for fostering curiosity, critical thinking, problem-solving, and exploratory learning. However, learning practices in many early childhood education settings still tend to be teacher-centered, limiting children’s opportunities to engage in meaningful experiential learning. Previous studies have discussed scientific learning through experiments and play-based activities, yet research on the use of “Market Day” activities to develop scientific attitudes remains limited. Therefore, further research is needed to explore how Market Day activities can support scientific attitude development in early childhood education. Purpose. This study aims to examine how traditional market-themed “Market Day” activities facilitate the development of scientific attitudes among early childhood students, particularly through children’s participation in contextual learning processes. Method. This study employed a qualitative approach using a descriptive case study method. Participants were selected purposively and consisted of children in Groups A and B aged 5–6 years, classroom teachers, and the principal at Istiqomah Loning Petarukan Pemalang Kindergarten. Data were collected through observations, interviews, and documentation. Data validity was ensured through source and technique triangulation, while data analysis used the interactive model of Miles, Huberman, and Saldana. Results. The findings revealed that Market Day activities implemented through a Project-Based Learning (PjBL) approach and role-playing methods supported the development of children’s scientific attitudes. Children demonstrated curiosity, observation, questioning behavior, simple logical thinking, and communication skills through activities such as exploring goods, identifying prices, negotiating, counting money, and solving problems during transactions. The activity also promoted honesty, responsibility, numeracy skills, and early financial literacy. Conclusion. This study contributes theoretically by showing that Market Day activities can support the development of scientific attitudes through contextual and experiential learning. Practically, the findings suggest that traditional market-themed Market Day activities can be used by teachers as an effective strategy for fostering scientific attitudes and social skills in young children.
Moral Character Development through the Integration of Classroom Instruction and Madrasah Culture: A Qualitative Case Study at MI ELPIST Temanggung, Indonesia Kurniyah Kurniyah; Raharjo Raharjo
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 3 (2026): In Progress September 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i3.9254

Abstract

Moral character education has become increasingly important in Islamic elementary schools amid rapid social and technological change. Although previous studies have examined character education in madrasahs, limited attention has been given to how classroom instruction and madrasah culture operate as an integrated mechanism in private non-pesantren Islamic elementary schools. This study investigates how students' moral character is developed through the integration of learning and madrasah culture at MI ELPIST Temanggung. This study employed a qualitative intrinsic case study conducted over four months. Purposive sampling involved one principal, five teachers, five students, and five parents. Data were collected through observations, semi-structured interviews, and document analysis, and analyzed using the Miles and Huberman interactive model with thematic coding, triangulation, member checking, and an audit trail to ensure trustworthiness. The findings reveal that students' moral character is fostered through the integration of value-oriented classroom instruction, teacher role modelling, religious habituation, supportive madrasah culture, and sustained school–parent collaboration. These interconnected practices create continuous opportunities for students to internalize moral values through both formal learning and everyday educational experiences. The study proposes an integrated instruction–culture mechanism demonstrating that moral character development is strengthened when curriculum implementation, teacher practices, institutional culture, religious routines, and family support operate as a coherent educational ecosystem. This model extends existing literature by explaining how these dimensions interact to facilitate moral internalization in a private non-pesantren Islamic elementary school and provides practical guidance for strengthening character education in similar contexts.
Co-Authors Abdul Ghofur Abdul Rohman Ahmad Muthohar Ahmad Muthohar Anis Malik Thoha Asrul Faruq Baiti Al Ami Fatah Syukur Fatah Syukur Fatah Syukur, Ibnu Hadjar Ikhrom Ikhrom Ismutik Ismutik Izdihar Syifa Cahyani Kurniyah Kurniyah Laila Ngindana Zulfa Lutfiyah Lutfiyah Moh. Amiril Mukminin Muhammad Aris Faisol Nasikhin - Nasikhin Nasikhin Jalis Nasikhin Nasikhin Nasikhin Nasikhin Nasikhin Nasikhin Nasikhin, Nasikhin Nazih Sadatul Kahfi Risdiani Risdiani Rusi Novi Safitri Salis Irvan Fuadi Siti Mujibatun Sofa Muthohar Sofa Mutohar Srifariyati Srifariyati Sukarman Sukarman Sukarman Sukarman Ulul Albab Wahyu Rizal Saputra Wan Khairul Aiman Wan Mokhtar Yuman Firmansyah Zainal Amaluddin