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All Journal AL-ATHFAL : JURNAL PENDIDIKAN ANAK JCE (Journal of Childhood Education) Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini KIDDO: Jurnal pendidikan Islam Anak Usia Dini
Ardhana Reswari
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Formation of Abhekteh (Devotional) Character In Children In Family Care of Kyai Madura Aziz, Thorik; Ardhana Reswari; Ria Astuti; Fadilah; Denok Dwi Anggraini; Rasidi; Devi Kurnia Rahmawati
Kiddo: Jurnal Pendidikan Islam Anak Usia Dini SPECIAL EDITION: ARAKSA I
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/kiddo.v1i1.17871

Abstract

This study aims to examine the formation of the character "Abhekteh" (devotion) for children in the care of Kyai families in Madura. The concept of "Abhekteh" is a cultural and religious value that underlies the behavior of devotion to parents and elders, which is highly respected in Madurese society. The research method used is a qualitative phenomenological approach to explore the formation of the character of abhekteh (devotion) in children in the care of the families of Madurese kyai with data collection techniques in the form of observation, in-depth interviews, and documentation. The research respondents consisted of kyai families, consisting of fathers (kyai) and mothers (nyai). Data analysis was carried out thematically to understand the mechanism of internalization of Abhekteh values ​​in everyday life. The results of the study indicate that parenting practices in Madurese kyai families to form abhekteh (devotion) characters in children is a complex and multidimensional process. The approach used tends to be authoritative, combining firmness in instilling abhekteh values ​​with warmth and open communication. The main methods used include role models, habituation, dialogue, reflection, and involvement in social activities. The implications of these parenting practices include the internalization of deep moral values ​​in children, the development of emotional and spiritual intelligence, the formation of a strong cultural identity, increased ability to adapt to changing times, the development of social and leadership skills, and the strengthening of family ties and social cohesion of the community.
Implementation of The Use of Youtube Media Book "Bacalah Sayangku 1" For Vocabulary Introduction In Child-Friendly Paud In Pre-Delima Class of National Preschool Tanjong Sepat Malaysia Sulaiman, Alfarobi Ahmad; Wardah Nabila; Ardhana Reswari; Muammar Qadafi
Kiddo: Jurnal Pendidikan Islam Anak Usia Dini SPECIAL EDITION: ARAKSA I
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/kiddo.v1i1.12960

Abstract

Penelitian ini mendeskripsikan implementasi pemanfaatan media yotube buku bacalah sayangku 1” untuk pengenalan kosa kata pada anak. Adapun penelitian ini dilaksanakan di pra delima prasekolah kebangsaan tanjong malaysia. Penggunaaan media yutube dalam pembelajaran PAUD ramah anak sangatlah berpengaruh terutama Bahasa melayu, dengan adanya media digital ini dapat mempermudah dan efektif dalam pembelajaran anak. Metode penelitian yang digunakan dalam penelitian ini adalah kualitatif deskriptif dengan data observasi, wawancara dan dokumentasi. Adapun validasi data menggunakan triangulasi sumber dan Teknik. Hasil penelitian menujukan pemanfatan media youtube dalam pengenalan kosa kata berdampak pada peningkatan motivasi belajar anak dan capaiananak. belajar anak. Penelitian ini
Integrating Islamic Values and Madurese Local Wisdom in Early Childhood Financial Literacy: Evidence from a Qualitative Multi-Site Case Study Astuti, Ria; Ardhana Reswari; Muammar Qadafi; Fadilah; Selfi Lailiyatul Iftitah; Luthfatun Nisa'
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (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.112-03

Abstract

Purpose – Financial literacy in Indonesia remains uneven, while early childhood financial education tends to emphasize cognitive skills and marginalize religious and cultural dimensions, particularly in Muslim-majority contexts. This study examines the integration of Islamic values and Madurese local wisdom through transformative learning in early childhood financial literacy education. Design/methods/approach – This qualitative multi-site case study involved 15 participants from two Islamic kindergartens in East Java, comprising eight teachers, two principals, and five parents. Data were collected over six months through non-participatory observation, semi-structured interviews, and document analysis. Data analysis followed Braun and Clarke’s reflexive thematic analysis. Trustworthiness was enhanced through methodological triangulation, member checking, and peer debriefing. Findings – The analysis identified three interrelated themes. The first concerns a pedagogical paradigm shift from teacher-centered to student-centered learning, mediated by the use of local wisdom as experiential learning resources, through the Beyond Centers and Circle Time model. The second theme highlights experiential entrepreneurship development through activities such as cooking classes, Market Day programs featuring Madurese products, and structured charitable practices. The third theme addresses the integration of values-based financial literacy, in which Islamic economic principles, including halal–haram considerations, charity, and social responsibility, are embedded in everyday financial learning activities. Across these themes, implementation was characterized by variation in children’s understanding, ongoing teacher mediation, and developmental constraints. Research implications/limitations – The findings indicate that values-integrated transformative learning can strengthen early childhood financial literacy by connecting economic concepts with ethical and cultural meanings. However, generalizability is limited by the small sample, Madurese cultural context, six-month duration, and qualitative design. Practical implications – Early childhood financial literacy in Muslim-majority settings may be enhanced through integrating Islamic values and local culture, supported by teacher capacity building, family–school collaboration, and pedagogical flexibility. Originality/value – This study contributes to values-integrated financial literacy and transformative pedagogy by showing that ethical, cultural, and economic learning develops through negotiated classroom practices rather than linear processes, with relevance across diverse sociocultural contexts.
Differentiated Learning Strategies for Enhancing Early Childhood Independence: A Case Study Prastyo, Danang; Suryanti; Heryanto Susilo; Desika Putri Mardiani; Ardhana Reswari
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 4 (2025)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini, Fakultas Ilmu Tarbiyah dan Keguruan, UIN Sunan Kalijaga, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jga.2025.104-01

Abstract

This study examines how differentiated learning strategies contribute to the development of independence among children aged five to six at TK Al-Islam Bangkalan, a rural kindergarten in East Java, Indonesia. Using a single instrumental case study design, data were collected over four months through non-participatory observation, semi-structured interviews, and document analysis, and analyzed using the Miles and Huberman model. Findings indicate that variations in content and process, supported by predictable routines and consistent teacher scaffolding, enabled most children to select learning materials and choose appropriate task difficulty. At the same time, a minority continued to require validation. Product differentiation and systematic assessment remained limited, reflecting constraints in teacher assessment literacy, time allocation, and class size. The study demonstrates the pedagogical potential of differentiated learning to foster initiative, responsibility, and self-confidence in low-resource early childhood settings. It highlights the necessity of practical, context-sensitive implementation strategies. The research provides evidence that differentiation principles can be adapted to rural and collectivist educational contexts and can inform discussions on culturally responsive pedagogy and equitable early childhood practice. Limitations include single-site sampling, reliance on teacher reports, and incomplete assessment artifacts, all of which limit generalizability. The study is significant for policy and practice because it links Merdeka Belajar (Freedom to Learn) objectives to observable developmental outcomes and identifies concrete barriers to scaling differentiated approaches. Recommended actions include targeted professional development on formative assessment and product differentiation, design-based collaborations to co-create feasible rubrics with teachers, and multi-site longitudinal studies to evaluate transferability and sustained impact on independence.
Implementasi Permainan Warna untuk Menstimulasi Keterampilan Observasi dan Eksperimen Sederhana pada Anak Usia Dini Qurrotul Aini; Ardhana Reswari
JCE (Journal of Childhood Education) Vol 10 No 1 (2026): JCE (Journal of Childhood Education) Maret - Agustus 2026
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v10i1.2735

Abstract

Early childhood is a golden phase of cognitive development that requires appropriate stimulation to build science literacy from an early age, but the available science learning media are often too abstract and unsuitable for children's developmental characteristics. This study aims to describe the implementation of color games to stimulate observation and simple experimentation skills in early childhood. The study used a descriptive qualitative approach with 22 subjects aged 5-6 years in group B at Al-Falah Dempo Barat Pasean Pamekasan Kindergarten. Data were collected through participatory observation, in-depth interviews with two teachers, and documentation over eight weeks. The results showed that the implementation of color games was carried out in three stages, namely exploration of primary colors, simple color mixing using food coloring, clear plastic cups, water, spoons, and tissues, and advanced color experiments. The majority of children (19 out of 22 children) were able to identify color changes accurately, and most children (17 out of 22 children) successfully completed the simple experiment stages from prediction to verification of results. Children developed patterns of social interaction through collaboration, dialogue, and independent exploration. Supporting factors for implementation included concrete and interesting media, high enthusiasm among children, and an adequate teacher-to-child ratio, while inhibiting factors included technical challenges in using the media, variations in motor skills among children, and the need for intensive preparation. The study concluded that color games effectively stimulate observation and simple experimentation skills in early childhood, providing a theoretical contribution that reinforces Piaget's constructivism and Vygotsky's zone of proximal development, as well as a practical contribution in the form of an affordable and applicable alternative science learning medium for early childhood education teachers.
Proses Berpikir Divergen Anak Usia 5-6 Tahun dalam Permainan Konstruktif Bombik Tazoz Nur Mufida; Ardhana Reswari
JCE (Journal of Childhood Education) Vol 10 No 1 (2026): JCE (Journal of Childhood Education) Maret - Agustus 2026
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/jce.v10i1.2742

Abstract

The low level of divergent thinking stimulation in preschool children through meaningful play activities, especially constructive play, is an important issue in the development of creativity and problem-solving skills in early childhood. This study aims to describe the divergent thinking process of 5-6-year-old children in constructive play with bombik tazoz and identify the factors that influence it at RA Nurul Huda Pamekasan. The study used a descriptive qualitative approach with 23 subjects aged 5-6 years old. Data collection techniques included observation, interviews, and documentation, while data analysis used the Miles and Huberman model, which included data reduction, data presentation, and conclusion drawing. The results showed that bombik tazoz play stimulated children's divergent thinking through four main aspects: fluency in generating various ideas, flexibility in changing construction forms, originality in creating unique works, and elaboration in developing and explaining the results of their work. The divergent thinking process is influenced by internal factors such as self-confidence, motivation, and enthusiasm, as well as external factors including a conducive play environment, social interaction with peers, and the role of teachers who provide freedom of expression without pressure. Children demonstrate the ability to explore various possible solutions and produce diverse construction products. Constructive bombik tazoz games are effective as a learning medium for developing the divergent thinking abilities of 5-6 year old children, with the support of a conducive play environment and the optimal role of the teacher as a facilitator.
Co-Authors Aziz, Thorik Denok Dwi Anggraini Desika Putri Mardiani Devi Kurnia Rahmawati Fadilah Heryanto Susilo LUTHFATUN NISA Muammar Qadafi Nur Mufida Prastyo, Danang Qurrotul Aini Rasidi Ria Astuti Ria Astuti Selfi Lailiyatul Iftitah Sulaiman, Alfarobi Ahmad SURYANTI Wardah Nabila