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Effective Learning Activities To Improve Early Childhood Cognitive Development Amalia, Eka Rizki; Khoiriyati, Salis
AL-ATHFAL : JURNAL PENDIDIKAN ANAK Vol 4 No 1 (2018)
Publisher : PROGRAM STUDI 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/al-athfal.2018.41-07

Children in their critical period or commonly known as golden age are in their optimal stage where they grow and develop rapidly and absorb anything which is exposed to them. Therefore, this is the period when the parents and older person have the opportunity to give the appropriate influence thus the children’s development can result optimally in all areas. The first and most critical aspect is the cognitive ability. Cognitive ability can become the basis of all input to be processed in the children’s mind, thus its development will affect the children’s ability to absorb anything from their surroundings. This article will discuss about learning activities which are effective to improve early childhood cognitive development. The discussion reveals that children in their early age are more active and effective in activities which are designed as games and will result more in their development as they are engaged in social interaction. Some games are proposed as alternatives for the children and parents to conduct and to be involved in.

Integrating Needs Analysis and Participatory Action Research to Develop English Textbook Material for Early Childhood Islamic Education Amalia, Eka Rizki
Indonesian Journal of Early Childhood Education Studies Vol 8 No 1 (2019): June 2019
Publisher : Indonesian Journal of Early Childhood Education Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v8i1.28795

English material in Early Childhood Islamic Education or Pendidikan Islam Anak Usia Dini (PIAUD) program have to fulfill the targeted competence specifically demanded by PIAUD program. The English given has to be be English for Specific Purpose (ESP). Unfortunately, the English material provided has not been prepared based on the needs of the PIAUD program. The preparation of ESP material must go through certain stages such as needs analysis that involve the subject as the basis for considering the preparation of the material. This concept is in accordance with the principles of Participatory Action Research (PAR) related to the subject participation. This research combines the model of needs analysis and PAR method. This is a Research and Development (R & D) model to develop an English module for PIAUD program. Interview and observation combined with survey are used as the instruments to collect the data. The steps of the whole process along with the discussion are presented. The result reveals that the English material is suggested to focus more on communication skill as the PIAUD students will later use it to teach. In addition, the method that is considered effective to teach the children has to be delivered on a daily basis and fun-based learning. Lastly, a suggestion for other researchers to conduct further research is proposed.

Integrating Needs Analysis and Participatory Action Research to Develop English Textbook Material for Early Childhood Islamic Education Amalia, Eka Rizki
Indonesian Journal of Early Childhood Education Studies Vol 8 No 1 (2019): June 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijeces.v8i1.28795

English material in Early Childhood Islamic Education or Pendidikan Islam Anak Usia Dini (PIAUD) program have to fulfill the targeted competence specifically demanded by PIAUD program. The English given has to be be English for Specific Purpose (ESP). Unfortunately, the English material provided has not been prepared based on the needs of the PIAUD program. The preparation of ESP material must go through certain stages such as needs analysis that involve the subject as the basis for considering the preparation of the material. This concept is in accordance with the principles of Participatory Action Research (PAR) related to the subject participation. This research combines the model of needs analysis and PAR method. This is a Research and Development (R & D) model to develop an English module for PIAUD program. Interview and observation combined with survey are used as the instruments to collect the data. The steps of the whole process along with the discussion are presented. The result reveals that the English material is suggested to focus more on communication skill as the PIAUD students will later use it to teach. In addition, the method that is considered effective to teach the children has to be delivered on a daily basis and fun-based learning. Lastly, a suggestion for other researchers to conduct further research is proposed.

Effective Learning Activities To Improve Early Childhood Cognitive Development Amalia, Eka Rizki; Khoiriyati, Salis
Al-Athfal: Jurnal Pendidikan Anak Vol. 4 No. 1 (2018)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Children in their critical period or commonly known as golden age are in their optimal stage where they grow and develop rapidly and absorb anything which is exposed to them. Therefore, this is the period when the parents and older person have the opportunity to give the appropriate influence thus the children’s development can result optimally in all areas. The first and most critical aspect is the cognitive ability. Cognitive ability can become the basis of all input to be processed in the children’s mind, thus its development will affect the children’s ability to absorb anything from their surroundings. This article will discuss about learning activities which are effective to improve early childhood cognitive development. The discussion reveals that children in their early age are more active and effective in activities which are designed as games and will result more in their development as they are engaged in social interaction. Some games are proposed as alternatives for the children and parents to conduct and to be involved in.

Bridging Educational Reform and Faith: Evaluating Kurikulum Merdeka's Compatibility with Islamic Values in Madrasahs Amalia, Eka Rizki; Dwi Bhakti Indri M; Khoiriyati, Salis; Ummah, Nahdiyatul; Oviani, Mila; Kusumawardhani, Jihan; Umayyah, Ummu
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 5 No. 4 (2024): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v5i4.1413

This study explored the implementation of Kurikulum Merdeka (KM) in Indonesian Islamic schools (Madrasahs) by analyzing the compatibility of its implementation with Islamic educational values and its challenges and opportunities. The primary aims are to determine the alignment between KM principles and Islamic education, examine obstacles and recommend ways to effectively implement it in Madrasahs. This research synthesizes several academic articles, government policy documents, historical texts, and literature on curriculum development based on library research methods. Content analysis is used to uncover underlying themes, comparative analysis is used to assess compatibility with the curriculum, and critical evaluation is used to assess KM's impact on Islamic education. One key finding revealed is that the features of KM, such as student-centred learning, critical thinking and the development of student character, correspond well with the holistic goals of Islamic education. Nevertheless, major obstacles exist, such as a lack of teacher preparation, resource gaps, and tensions between KM's flexible approaches and Madrasah's traditional frameworks. Despite these challenges, KM presents opportunities for integrating secular and religious education, fostering inclusivity, and promoting innovative teaching practices. KM holds transformative potential in Madrasahs as it can integrate national education reforms with basic Islamic concepts. That would necessitate personalized teacher training, collaborative policy development and tailoring of curriculum for local contexts. Future research has the potential to yield a longitudinal insight into adoption across diverse demographics in different Islamic educational contexts.

Leveraging Religious Capital: Teacher Agency and Curriculum Reform in Indonesian Islamic Schools Amalia, Eka Rizki
Tafkir: Interdisciplinary Journal of Islamic Education Vol. 6 No. 4 (2025): Integrative Islamic Education
Publisher : Pascasarjana Universitas KH. Abdul Chalim

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/tijie.v6i4.2214

Curriculum transformation in Indonesian Islamic educational institutions (madrasahs) is essential in addressing globalization challenges and technology development. This research investigates the intersection of religious capital and teacher agency in these institutions, with the objective of understanding how Islamic values can shape curricular innovation without abandoning core Islamic educational principles. Systematic library-based research was employed to select the literature published in peer-reviewed publications from 2015 to the present using the following databases: Scopus, ERIC, IEEE Xplore, Web of Science, Google Scholar, JSTOR, ProQuest and ScienceDirect with the keywords listed to be included were, "curriculum reform," "Islamic schools," "religious capital," and "teacher agency." The results show how teachers draw on religious capital—expertise of religious text, the practice of religion, and community networks—to articulate curriculum changes in ways centering on Islamic values. The study highlights how religious capital can both enable teachers and constrain innovations. The findings offer practical implications: Policymakers must recognize religious capital's nuanced role in curriculum reform, ensuring that educational institutions meet pedagogical needs not at the expense of religious education's integrity. This interaction in the context of a wider Islamic educational setting should be unpacked in future research in order to extrapolate implications for sustainable and inclusive educational policies.

Habitus and Change: Phenomenological Insights into Curriculum Adaptation in Indonesian Islamic Schools Amalia, Eka Rizki; Yuliansyah, Muhammad; Agustyarini, Yhasinta; Sunnah, Muqimah Liwais; Nasucha, Juli Amaliya; Ria Kusrini, Nurul Azizah
Nazhruna: Jurnal Pendidikan Islam Vol. 8 No. 2 (2025): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v8i2.134

Indonesia’s education system is undergoing a significant transformation with the introduction of a new curriculum. This shift presents unique challenges for Islamic schools (madrasahs), where school leaders must reconcile national education goals with religious principles, all while navigating systemic constraints and limited resources. This study uses Bourdieu’s theoretical framework to examine how Heads of Curriculum (HoCs) respond to these challenges through their leadership strategies. Employing a qualitative phenomenological approach, the study investigates the lived experiences of six HoCs from different madrasahs through semi-structured interviews. Thematic analysis, grounded in Bourdieu’s concepts of habitus, field, and capital, reveals how internal dispositions and systemic influences shape leadership behaviour. The findings show that the HoCs developed adaptive strategies that reflect key themes: leadership and adaptability, resourcefulness and social capital, balancing Islamic values with reform objectives, and navigating policy disparities. These strategies highlight how habitus, shaped by cultural, professional, and systemic experiences, guides leadership practices that balance tradition with modern reform. Ultimately, the study offers valuable empirical insights into curriculum reform in Islamic education and extends Bourdieu’s framework by integrating cultural and religious contexts, showing how school leaders convert structural limitations into opportunities for institutional growth.

Leadership Dynamics in Islamic-Based Schools: A Systematic Review of Southeast Asia (2015–2025) Amalia, Eka Rizki
At-tadzkir: Islamic Education Journal Vol. 5 No. 1 (2026): Progressive Islamic Education
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/attadzkir.v5i1.231

This study presents a systematic literature review (SLR) of leadership styles in Islamic-based schools across Southeast Asia by synthesizing 37 peer-reviewed studies published between 2015 and 2025. Guided by PRISMA protocols and Braun and Clarke’s thematic analysis, the review identifies three dominant models of leadership: servant, instructional, and transformational, and highlights the growing emergence of hybrid adaptations. Servant leadership predominates in community-driven schools where moral legitimacy and social trust underpin leadership authority. Instructional leadership is most visible in structured systems that emphasize accountability and curriculum supervision, while transformational leadership arises in reform-oriented schools that integrate faith with innovation. Collectively, these styles intersect to form a faith-integrated leadership paradigm, blending ethical service, pedagogical rigor, and visionary reform. The study advances leadership theory by contextualizing classical Western frameworks within Islamic epistemological principles such as amanah, shura, and taqwa. Empirically, it offers cross-country insight into how institutional and cultural ecologies shape leadership expression. The findings have practical implications for leadership training and policy, suggesting the need for culturally responsive, Islamically grounded leadership frameworks that enhance teacher motivation, school accountability, and institutional development across Southeast Asia.

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