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All Journal AT TA´DIB MUSLIM HERITAGE: JURNAL DIALOG ISLAM DENGAN REALITAS Jurnal Pendidikan Usia Dini Jurnal Sains Psikologi QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini PAEDAGOGIA AL-ATHFAL : JURNAL PENDIDIKAN ANAK Educan : Jurnal Pendidikan Islam Khadimul Ummah Journal of Social Dedication Martabat: Jurnal Perempuan dan Anak Istawa: Jurnal Pendidikan Islam Jurnal Abdimas PHB : Jurnal Pengabdian Masyarakat Progresif Humanis Brainstorming Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini jurnal syntax admiration KIDDO: Jurnal pendidikan Islam Anak Usia Dini Jurnal Kinerja Kependidikan (JKK) Ma'alim: Jurnal Pendidikan Islam WISDOM: Jurnal Pendidikan Anak Usia Dini ALAYYA: Jurnal Pendidikan Islam Anak Usia Dini Mahira ROSYADA: Islamic Guidance and Counseling Proceeding of Conference on Strengthening Islamic Studies in the Digital Era Buletin Psikologi Literasi: Jurnal Pengabdian Masyarakat dan Inovasi Muslim Heritage Religia : Jurnal Ilmu-Ilmu Keislaman Advances In Social Humanities Research Al-Qalam: Jurnal Kajian Islam Dan Pendidikan Tinta Emas: Jurnal Pendidikan Islam Anak Usia Dini Nak-Kanak: Journal of Child Research KINDERGARTEN
Safiruddin Al Baqi
Institut Agama Islam Negeri Ponorogo
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Mechanical Engineering Neuroscience Public Health Social Sciences Other

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Screen Time vs. Speaking Time: A Qualitative Comparison of Speech Development in Toddlers with Different Gadget Use Patterns Al Baqi, Safiruddin; Afiah, Nur
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
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.2025.111-04

Abstract

Purpose – This study investigates how different gadget use patterns affect toddler speech develop-ment, addressing concerns about passive screen time limiting verbal interaction opportunities.Design/methods/approach – A qualitative case study design was used to gain in-depth insights into children’s behavior in their social context. Participants were selected purposively based on parental reports of gadget use. Inclusion criteria were toddlers aged 1 year 8 months to 4 years (M = 2.75 years) with typical development and no diagnosed disorders. Exclusion criteria included neurological conditions and prior speech-language therapy. The final sample consisted of 16 toddlers (7 girls, 9 boys), categorized into intensive users (frequent, prolonged exposure to non-interactive content) and limited users (gadgets used mainly for calls or video chats with relatives). Data collection included semi-structured parent interviews (30–45 minutes), naturalistic observation, and developmental screenings by a licensed child psychologist. Validity was ensured through triangulation and member checking. Data were analyzed using thematic analysis involving coding, categorization, and theme development.Findings – Thematic analysis identified three key themes: rich verbal interaction fosters early speech, passive screen exposure hinders language acquisition, and early or unsupervised gadget use disrupts developmental timing. Children with limited gadget use developed age-appropriate speech, used spontaneous verbal expressions, and required no speech therapy. In contrast, toddlers with intensive gadget use showed limited vocabulary, reduced responsiveness, and in many cases required speech therapy. These developmental disparities were closely linked to differences in caregiver interaction, content type, and exposure duration.Research implications/limitations – This study offers contextual insight from Indonesia using triangulated qualitative methods, though its small sample limits generalizability. Broader, mixed-method studies are recommended.Practical implications – The findings emphasize limiting passive gadget use and encouraging active verbal interaction. Parenting programs and early education should promote language-rich environments and conscious media use. Digital tools should support interactive, not passive, use. Early intervention, including parental involvement and therapy, is essential.Originality/value – This study adds to the discourse on early media exposure by offering practical insights for parents, educators, and policymakers to support toddlers’ speech development.Paper type Research paper
DEVELOPING EARLY WRITING READINESS THROUGH TEACHERS’ EFFORTS AND CHILDREN’S ENGAGEMENT IN ISLAMIC KINDERGARTEN Al Baqi, Safiruddin; Rosyidah, Afidatur; Fatmawati, Dwi; Muthi'ah; Nurin Nur Aini; Septiana; Nurasyia S. Usman
ALAYYA : Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): (Februari 2026)
Publisher : Institut Agama Islam Yasni Bungo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51311/alayya.v6i1.1126

Abstract

This study aims to describe the efforts of teachers and children's involvement in developing writing readiness in early childhood at Siti Khadijah Islamic Kindergarten Ponorogo. Writing readiness is understood as a part of early literacy that includes fine motor skills, symbol recognition, and motivation to write. This study uses a descriptive qualitative approach with data collection techniques through in-depth interviews, observations, and documentation. Data analysis was carried out with the Miles and Huberman interactive model, which included reduction, presentation, and conclusion drawn. The results of the study showed that teachers played the role of facilitators who provided gradual guidance, individual support, and positive reinforcement in writing learning. Children show varied involvement, influenced by motivation, confidence, and the emotional atmosphere of the class. The integration of Islamic values such as patience, discipline, and gratitude strengthens the learning process and shapes children's character. This study concludes that children's writing readiness develops through the synergy between teacher strategies, child involvement, and spiritual values embedded in Islamic education. The implications of these findings emphasize the importance of learning to write that is fun, adaptive, and based on Islamic values in the development of early childhood literacy.
The Advantages of the Uswah Hasanah Method in the Perspective of Q.S. Al-Ahzab Verse 21: Conceptual Analysis and Implementation Muhammad Thoriqul Islam; Fatma Amelia; Moh Ulul Azmi; Safiruddin Al Baqi; Sulton Muzakki; Ida Nur Oktaviani; Dwiana Novitasari; Ummu Habibah
PAEDAGOGIA Vol 28, No 1 (2025): PAEDAGOGIA Jilid 28 No 1 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i1.98367

Abstract

Adverse social environments can affect students' attitudes, even though educators try to provide good examples. The influence of peers and the surrounding culture is often more substantial, making it easier for students to imitate negative behavior. To overcome this, educators must be accurate role models in everyday life, both inside and outside the classroom. Consistent role models will inspire students to imitate positive behavior. Educators also need to continue to improve their quality, referring to the principles of QS. Al-Ahzab verse 21, to strengthen role models and build students' social involvement. This study uses a qualitative text study method with literature studies, relying on various relevant library sources. Data were analyzed using content analysis to identify themes related to the advantages of the uswah hasanah method from the perspective of QS. Al-Ahzab verse 21. The study results show that this verse emphasizes the Prophet Muhammad SAW as the best role model with noble qualities such as patience, honesty, and sacrifice. The uswah hasanah method can be formulated into three main aspects: first, a Perfect Example, covering spiritual, social, and moral aspects; second, Good Worship Practices, teaching the implementation of worship with full attention; Third, Implementation in Education, using the Prophet's morals to shape students' characters. Thus, the uswah hasanah method is effective in Islamic education and in forming noble characters
Pola Asuh Orang Tua dalam Mengembangkan Kemandirian Belajar Anak Usia Dini di Desa Mantren Kecamatan Kebonagung Kabupaten Pacitan Vina Luthfi Hamidah; Safiruddin Al Baqi
Kindergarten: Jurnal Pendidikan Anak Usia Dini Indonesia Vol. 1 No. 02 (2022): Kindergarten : Jurnal Pendidikan Anak Usia Dini Indonesia
Publisher : UIN Kiai Ageng Muhammad Besari

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pola asuh merupakan sikap atau tingkah laku orang tua saat berinteraksi dengan anak. Pola perlakuan orang tua tersebut akan berpengaruh terhadap kemandirian belajar khususnya anak usia dini. Penelitian ini bertujuan untuk (1) mengetahui pola asuh yang diterapkan orang tua dalam mengembangkan kemandirian belajar anak usia dini, dan (2) mengetahui dampak dari pola asuh yang diterapkan orang tua dalam membangun kemandirian belajar anak usia dini. Jenis penelitian ini adalah kualitatif studi kasus, dan bersifat deskriptif. Penelitian ini dilakukan di Desa Mantren Kecamatan Kebonagung Kabupaten Pacitan. Teknik pengumpulan data yang dilakukan yaitu observasi, wawancara secara langsung dan dokumentasi yang menggunakan subjek 4 orang tua dari anak yang berusia 5-6 tahun, dan 2 orang guru PAUD. Analisis data meliputi data reduction, data display, dan conclusion. Berdasarkan data yang diperoleh di lapangan ditemukan bahwa orang tua menggunakan pola asuh otoriter, pola asuh permisif, dan pola asuh demokratis dalam mendidik kemandirian belajar anak usia 5-6 tahun. Meskipun demikian, pola asuh yang sering digunakan adalah pola asuh demokratis. Dari masing-masing pola asuh tersebut memiliki dampak yang berbeda yaitu: pola asuh permisif menghasilkan anak dengan kemandirian belajar mulai berkembang, pola asuh otoriter menghasilkan anak dengan kemandirian belajar yang berkembang sesuai harapan, sedangkan anak dengan pola asuh demokratis memiliki kemandirian belajar yang berkembang sangat baik.
Dampak Penggunaan Gadget terhadap Perkembangan Anak Usia Dini di Era Digital Ni'amatul Azizah; Safiruddin Al Baqi
Kindergarten: Jurnal Pendidikan Anak Usia Dini Indonesia Vol. 3 No. 01 (2024): Kindergarten: Jurnal Pendidikan Anak Usia Dini Indonesia
Publisher : UIN Kiai Ageng Muhammad Besari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/kindergarten.v3i01.3162

Abstract

Metode atau cara yang dimiliki oleh orang tua untuk mendidik dan membimbing anak guna memberikan perkembangan dan pertumbuhan anaksangatlah beragam, khususnya pada era digital ini. Dimana sebagian besar masyarakat menggunakan sistem digital dalam kehidupan sehari-hari. Penelitian ini bertujuan untuk mengetahui bentuk pola asuh orang tua dan untuk menganalisis dampak pemberian gadget oleh orang tua terhadap perkembangan anak usia dini. Penelitian ini menggunakan pendekatan kualitatif dengan penelitian studi kasus, dan bersifat deskriptif. Penelitian ini dilakukan di Desa Mruwak Kecapatan Dagangan Kabupaten Madiun. Adapun teknik pengumpulan data yang digunakan yaitu wawancara secara langsung, observasi serta dokumentasi dengan subjek 3 orang tua dari 3 anak yang berusia 4-6 tahun. Analisis data yang digunakan meliputi reduksi data, penyajian data serta penarikan kesimpulan. Kemudian data yang didapat akan dianalisis yang bertujuan untuk menarik kesimpulan dari proses penelitian tersebut. Hasil penelitian ini menunjukkan bahwa terdapat tiga jenis pola asuh yang diterapkan orang tua yaitu : pola asuh demokratis, pola asuh otoriter serta pola asuh permisif. Pola asuh demokratis, anak diberikan kesempatan untuk menggunakan gadget tetapi masih dalam pengawasan dan diberikan batasan oleh orang tua. Pola asuh otoriter, anak tidak diberikan kesempatan atau kebebasan dalam menggukan gadget. Pola asuh permisif, anak diberikan kebebasan dalam menggunakan gadget tanpa dibatasi oleh orang tua. Sedangkan dampak pemberian gadget oleh orang tua terhadap perkembangan anak usia dini yaitu: pola asuh demokratis, perkembangan anak yang terbentuk dari pola asuh ini anak menjadi pribadi yang bertanggung jawab, memiliki inisiatif serta tidak ketergantungan dengan gadget. Pola asuh otoriter dalam perkembangan anak di era digital menjadikan anak pribadi yang tidak ketergantungan dengan gadget tetapi memiliki sifat agresif karena didikan yang keras oleh orang tua. Serta yang terakhir pola asuh permisif dapat menjadikan anak pribadi yang tidak peduli dengan sekitarnya lebih berfokus pada gadget dan mudah marah ketika diberikan larangan oleh orang tua.
Co-Authors Abdah Munfaridatus Sholihah Abdul Latip A Ahmadi, Ahmadi Amalia, Faridatul Ari Susanto Azmi, M. Ulul Azmi, M.Ulul Azwary, Khoula Conny Alif Asterisk Deni Anggrayani Dwi Fatmawati, Dwi Dwiana Novitasari Dzaki Aflah Zamani Fatkul Hidayatusahiro Fatma Amelia Heru Chakra Setiawan Heru Saiful Anwar Herwin Tri Ananda Ida Nur Oktaviani Ikmah, Amit Dana Ilma, Mughniatul Ima Frafika Sari Islami, Anindya Lyssa Junita, Alifah Dwi Karim Abdillah Kharisul Wathoni Khoula Azwary Marjany, Nawa Moh Ulul Azmi Mughniatul Ilma Muhamad Nur Faizi Putra Fuwa Muhammad Thoriqul Islam Mustofa Aji Prayitno Muthi'ah Nasution, Alhafidh Nawa Marjany Ni'amatul Azizah Novitasari, Dwiana Nur Afiah, Nur Nurani, Nida Fitra Nurasyia S. Usman Nurdiyanto Nurdiyanto Nurdiyanto Nurdiyanto, Nurdiyanto Nurin Nur Aini Nursanty, Ananda Aulia Rifqi Oktaviani, Ida Nur Ratna Nila Puspitasari Ratna Nila Puspitasari, Ratna Nila Rosyidah, Afidatur Salsabil, Nirmala Putri Zahra Septiana Sholeha, Fathma Zahara Sulton Muzakki Suyitno, Bening Kusumaningati Taufik Rizki Sista Tri Ananda, Herwin Tyas Sarli Dwiyoga Ulya, Husna Ni'matul Umaimah ' Affaf Ummu Habibah Usman, Nurasyia S. Vina Luthfi Hamidah Wijayana, Nanda Pratiwi Yayah Chairiyah Yulizar, Luqyana Zakiya, Nuha Maulida