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All Journal Bunayya : Jurnal Pendidikan Anak AL-ATHFAL : JURNAL PENDIDIKAN ANAK NUSANTARA : Jurnal Ilmu Pengetahuan Sosial EARLY CHILDHOOD : JURNAL PENDIDIKAN Jurnal Review Pendidikan dan Pengajaran (JRPP) Majalah Ilmiah Warta Dharmawangsa AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Early Childhood Research and Practice Al-Fikru: Jurnal Ilmiah Proceeding International Seminar of Islamic Studies International Conference on Sciences Development and Technology Innovative: Journal Of Social Science Research International Journal of Economic, Technology and Social Sciences (Injects)
Sofni Indah Arifa Lubis
Universitas Pembangunan Panca Budi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Public Health Social Sciences Other

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Moderate Islamic Education as a Space For Negotiating the Religious Identity of Adolescents Rahman, Mhd. Habibu; Lubis, Sofni Indah Arifa
Al-Fikru: Jurnal Ilmiah Vol. 19 No. 1 (2025): Juni (2025)
Publisher : STAI Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/alfikru.v19i1.760

Abstract

Social and religious diversity in Indonesia, especially in rural areas, challenges adolescents' religious identity formation. Teenagers in Tanjung Alam Village, Asahan Regency, live between local religious traditions and the influence of social media and global religious information. This study aims to understand the role of moderate Islamic education as a space for negotiating adolescents' religious identity in Tanjung Alam Village, Asahan Regency. Using a qualitative approach with a case study method, this research explores the experiences of adolescents who live in the midst of local religious traditions and the influence of social media. The results show that moderate Islamic education functions as a dialogical space that allows adolescents to interpret religious values reflectively and contextually. Teenagers learn to balance religious teachings with their social lives, and understand local traditions as part of spirituality that is in line with Islamic teachings. The implication of this research is the need to develop moderate Islamic education as a model of youth character development in Islamic educational institutions. Empathetic, open and critical education needs to be integrated in the curriculum to form a young generation that is religious, tolerant and adaptive to social change without losing their Islamic roots.
Stimulasi Motorik Kasar Anak Usia 5-6 Tahun Melalui Outbound Edukatif Di Tk Anisah Rahma Humayrah Humayrah; Rika Widya; Sofni Indah Arifa Lubis
Early Childhood Research and Practice Vol 6 No 2 (2026): Early Child Research and Practice, Januari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/ecrp.v6i2.11283

Abstract

Early childhood development encompasses several essential domains, including gross motor development, which is fundamental to children’s physical competence, coordination, and readiness for subsequent educational stages. This study was conducted at TK Anisah Rahma and aimed to examine the implementation of educational outbound activities as a strategy for stimulating gross motor skills in children aged 5–6 years. The research focused on the planning, implementation, and evaluation of outbound-based learning activities. A qualitative descriptive method was employed, with data collected through in-depth interviews, direct observation, and documentation involving classroom teachers as primary informants, supported by two teachers and the school principal. Data credibility was ensured through source and technique triangulation. The findings reveal that educational outbound activities are systematically integrated into the curriculum and instructional modules and implemented through structured physical activities such as balance walking, obstacle jumping, running, and ball games. Authentic assessment indicates improvements in children’s gross motor abilities, self-confidence, and active participation. The study concludes that educational outbound learning constitutes an effective and meaningful approach to enhancing gross motor development in early childhood.
Adaptive-Dialogic Strategy in Early Childhood Religious Education among Muslim Minority Families in Karo Regency Habibu Rahman, Mhd.; Nurfaizah, Nurfaizah; Indah Arifa Lubis, Sofni; Nurzuliana Rashed, Zetty
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 2 (2026): Issue in Progess
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2026.122-02

Abstract

Purpose – Muslim minority families in Karo Regency, North Sumatra, Indonesia, raise children with limited and uneven access to external Islamic religious education institutions. This condition positions parents as the primary religious educators for children aged three to six years. Prior research on family-based Islamic education has largely examined Muslim-majority settings, where external institutions supplement parental instruction. This study instead examines how twelve Muslim minority parents construct early childhood religious education strategies under this condition of limited institutional access.Design/methods/approach – The study applied a transcendental phenomenology design following Moustakas (1994). Twelve parents were selected through purposive sampling, meaning deliberate selection based on set criteria. Data were collected from June through November 2024 through non-participant observation, two in-depth interview sessions per participant, and documentation review. The examination of the data followed four stages, namely epoché, the bracketing of the researcher’s prior assumptions, horizonalization, the equal weighting of every participant statement, thematic clustering, and synthesis of the essential structure of experience.Findings – Three themes emerged from the data. Parental exemplification functioned as the primary behavioral reference for Islamic conduct across all twelve families and took three forms, namely ritual worship modeling, daily moral conduct modeling, and cognitive-dialogical modeling. Contextual dialogue occurred through three types, namely reactive dialogue in eight families, anticipatory dialogue in seven families, and cultural dialogue in six families. Socio-religious integration appeared in ten of the twelve families, producing children who held Islamic identity and social competence as a single unified character.Research implications/limitations – The findings draw on twelve families from a single regency, which limits generalization to other Muslim minority regions in Indonesia. The data rest solely on parental accounts and do not include the perspectives of children, early childhood teachers, or local religious leaders. The six-month data collection period did not capture how parenting strategies evolve as children grow older.Practical implications – Muslim minority parents require parenting guidance tailored to their specific social environment. Curriculum developers should design instructional materials suited to religiously plural settings. Policymakers should consider expanding access to Islamic early childhood institutions in regions with small Muslim populations.   Originality/value – This study introduces a three-type typology of contextual dialogue, comprising reactive, anticipatory, and cultural dialogue, as an analytical construct for early childhood Islamic education research. The typology offers a reading framework that may be tested in Muslim minority families with comparable ecological characteristics.Paper type Research paper  
Co-Authors Aldri Frinaldi Anggraini, Lita Asmidar Parapat Audy, Rini Trinasya Dwi Anggraini Humayrah Humayrah Mahira, Ulfa Mhd. Habibu Rahman Munisa Munisa Nainggolan, Mastiana Nurfaizah Nurfaizah, Nurfaizah Nurhadiana, Ladona Nursaida Yanti Nurzuliana Rashed, Zetty Parapat, Asmidar Rita Nofianti Saanatun, Saanatun Sakinah Sakinah Sriyati Sriyati Tumiran, Tumiran Utami Saragih, Ami Fadillah Widya, Rika Yanti, Nursaida