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All Journal Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Alzam : Journal Of Islamic Early Childhood Education
Ainur Rosyidah Kusuma
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Peningkatan Kemandirian Anak Melalui Strategi My Morning Mission Berbasis Life Skill Islami di RA Nurul Huda Semarang Rofi'ah, Ulya Ainur; Widya Fajar Oktaviana; Ainur Rosyidah Kusuma; Rifatul Khotimah
Alzam: Journal of Islamic Early Childhood Education Vol 5 No 1 (2025): Alzam: Journal Of Islamic Early Childhood Education
Publisher : Institut Agama Islam Nahdlatul Ulama Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51675/alzam.v5i1.1072

Abstract

This study aims to enhance the independence of children aged 4–5 years through the “My Morning Mission” strategy based on Islamic life skills at RA Nurul Huda Semarang. The method used is Classroom Action Research (CAR), conducted in two cycles, each consisting of the stages of planning, action, observation, and reflection. Children’s independence was measured through four indicators: (1) the ability to wear shoes and organize prayer equipment, (2) the ability to complete tasks without assistance, (3) the courage to make simple decisions independently, and (4) responsibility for personal belongings and the surrounding environment. The research findings show a significant improvement in all indicators of independence from Cycle I to Cycle II. Most children reached the Very Well Developed (BSB) category, indicating that this strategy effectively fosters independence while also instilling Islamic values through consistent, enjoyable, and meaningful daily activities. This study recommends the implementation of the “My Morning Mission” strategy as a character-based learning approach that can be sustainably integrated into early childhood education programs.
Empathy as a Predictor of Behavioral Problems in Early Childhood: A Gender-Based Analysis Ainur Rosyidah Kusuma; Liftiah; Diana
Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Vol. 10 No. 3 (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.2025.103-10

Abstract

Unaddressed behavioral problems in early childhood often persist into later life stages. This study aimed to analyze how empathy levels influence behavioral problems among young children and whether this relationship remains significant after controlling for gender. Using an explanatory quantitative design, data were obtained from 141 kindergarten and RA B teachers in Semarang City through a structured questionnaire. The results of frequency analysis showed that children’s empathy levels were entirely within the high category (100%), while behavioral problems were mostly in the low category (70.9%) and moderate category (29%). Multiple regression testing confirmed that empathy significantly reduced problem behaviors (p < 0.05). Emotional contagion, concern for others, and prosocial behavior were the most influential dimensions. When gender was controlled, empathy remained a significant predictor, whereas gender had no direct effect. This study contributes to the growing body of global scholarship on early childhood socio-emotional development by highlighting empathy as a key psychological mechanism for behavioral regulation. It strengthens the theoretical integration between empathy development and behavioral adjustment, offering empirical evidence that supports cross-cultural understanding of emotional and behavioral competencies in early childhood education. The findings suggest that interventions emphasizing emotional contagion, caring, and prosocial responsiveness can effectively reduce behavioral issues regardless of gender. Further studies are recommended to explore cross-contextual factors such as emotional regulation, family interactions, and teacher–child relationships to enrich the explanatory model of empathy’s influence on children’s behavioral outcomes.
Co-Authors Diana Liftiah Rifatul Khotimah Ulya Ainur Rofiah Widya Fajar Oktaviana