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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha Jurnal Pendidikan Agama Islam Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini
Nadlifah
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Creative Freedom and Holistic Growth: Implementation of the STEAM Approach in Islamic Early Childhood Education Nadlifah; Latif, Muhammad Abdul
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 9 No. 4 (2024)
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.2024.94-09

Abstract

The rapid evolution of technology continues to drive the demand for highly skilled human resources capable of competing in an increasingly dynamic global environment. Preparing superior human resources from an early age is crucial to meeting these demands. This study investigates how the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach is implemented and its impact on early childhood education at RA Fun Islamic School in Indonesia. Employing a qualitative case study methodology, data were gathered through observations, semi-structured interviews with educators, parents, and administrators, as well as an analysis of relevant documentation. The findings highlight STEAM's focus on nurturing creative freedom, critical thinking, and collaboration among young learners. Children participating in activities such as building structures and integrating arts with mathematics showed notable outcomes, including independent problem-solving and the development of unique solutions. The study also emphasizes the role of introducing simple engineering concepts and integrating technology to create dynamic and engaging learning environments. Despite these benefits, challenges like limited resources and the need for teacher training were identified. This research underscores the transformative potential of STEAM in promoting cognitive and social growth in early childhood education. Future studies should explore how this approach can be scaled to diverse educational settings and evaluate its long-term effects.
Early Childhood Tolerance in Minority Areas: A Foundation for Addressing Intolerance Problems in Indonesia Nadlifah; Abdul Latif, Muhammad; Toyba Humaida, Rifka; Rismiyati Setyaningrum, Helda; Sarah, Siti
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 11 No. 3 (2023): Desember
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v11i3.66202

Abstract

Cases of intolerance, fanaticism, radicalism, and terrorism in Indonesia still occur frequently, causing commotion. Amid the commotion of this issue, it is essential to take preventive measures from an early age. This research aims to analyze tolerance implementation from an early age in minority areas in early childhood education institutions. This research method uses qualitative field research with a case study approach. Data collection techniques used passive participant observation, semi-structured interviews, and documentation. The analysis used was thematic analysis with validity testing in the form of triangulation of sources and techniques. This research shows that Gajahwong School implements tolerance by starting with initial, core, and closing activities. The values of tolerance developed are mutual respect, care, respect for friends' opinions, and cooperation between children. The impact of tolerance from an early age at Gajahwong School provides a foundation for children to tolerate each other, improving human, family, and environmental resources. The findings of this research contribute in the form of knowledge and an overview of the implementation of tolerance from an early age in dealing with radicalism in Indonesia.
Reward and Punishment in Early Childhood Islamic Education: An Integrative Review Towards an Affirmative-Negotiative Model of Islamic Habitus Nadlifah; Maemonah
Jurnal Pendidikan Agama Islam Vol. 23 No. 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Yogyakarta: Jurusan Pendidikan Agama Islam Fakultas Ilmu Tarbiyah dan Keguruan UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/v23i1.13611

Abstract

Purpose  – This integrative review examines how reward and punishment are conceptualized across three distinct scholarly traditions behaviorist psychology, classical Islamic pedagogy, and contemporary Islamic critical pedagogy and synthesizes these perspectives to develop an affirmative-negotiative model for shaping Islamic habitus in early childhood. Design/methods/approach – Whittemore & Knafl's (2005) five-stage integrative review method was employed: (1) problem identification, (2) literature search across multiple databases (Scopus, Google Scholar, Garuda, Al-Maktabah Al-Shamela), (3) data evaluation using CASP and relevance assessment, (4) data analysis through reduction, display, comparison, and conclusion drawing, and (5) presentation of the synthesized model. Findings – The review reveals three key findings. First, current reward and punishment practices tend toward mechanical behavioral control, producing compliance without moral awareness. Second, despite epistemological differences, the two perspectives converge on critical points: punishment must not be repressive, and reward functions as positive reinforcement. Third, Islamic perspectives (classical and contemporary) uniquely contribute spiritual, ethical, and intentional dimensions specifically targhib/tarhib, rahmah, ta'dib, and dialogue-based correction that are absent in behaviorism. Research implications/limitations – The article proposes an affirmative-negotiative model: reward as affirmation of Islamic values cultivating intrinsic motivation, punishment as educative consequence accompanied by child-centered dialogue and reflection. Originality/value – This is the first integrative review to systematically synthesize behaviorist, classical Islamic, and contemporary Islamic perspectives on reward and punishment within Bourdieu's habitus framework, producing a novel model specifically for Islamic early childhood education.
Co-Authors Abdul Latif, Muhammad Latif, Muhammad Abdul Maemonah, Maemonah Rismiyati Setyaningrum, Helda Siti Sarah, Siti Toyba Humaida, Rifka