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AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI
Published by Universitas Islam Negeri Raden Intan Lampung
ISSN : 26225182     EISSN : 26225484     DOI : -
Core Subject : Education,
Education
Al-Athfaal: Jurnal Pendidikan Islam Anak Usia Dini adalah jurnal ilmiah yang diterbitkan oleh Pendidikan Islam Anak Usia Dini UIN Raden Intan Lampung. Tujuan dari publikasi jurnal ini adalah untuk menyebarluaskan teori-teori baru dan hasil penelitian yang telah dicapai di bidang Pendidikan Islam Anak Usia Dini Al-Athfaal: Jurnal Pendidikan Islam Anak Usia Dini, terutama berfokus pada isu-isu utama dalam pengembangan ilmu Pendidikan Islam Anak Usia Dini.
Arjuna Subject : -
Articles 147 Documents
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Learning method innovation: Integrating projects for holistic development of early childhood. Aliyatuz Zulfa, Nadia; Hibana, Hibana; Sari, Nurita
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 7 No. 2 (2024): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v7i2.24780

Abstract

Background : Innovative learning methods are essential in early childhood education to support their holistic development, encompassing cognitive, social, emotional, and physical aspects. However, the implementation of monotonous learning methods often reduces children's interest in learning. The Project-Based Learning (PjBL) model offers a relevant approach to enhancing children's creativity and collaborative skills.Aim.:This study aims to analyze the implementation of PjBL in improving the creativity and collaboration skills of early childhood learners and to provide practical guidance for educators.Methode:This study employs a descriptive qualitative approach, with data collected through observation, interviews, and documentation.Result : The findings reveal that the implementation of PjBL through thematic, partial, and occasional approaches is effective in enhancing children's engagement in the learning process. Children demonstrated improved creativity, independence, and collaboration skills. Teachers also played a significant role as facilitators throughout the project implementation process.Conclusion.: This research provides a new contribution by exploring the implementation of PjBL in a local context, specifically in early childhood education in Indonesia. It bridges the gap between theory and practice, which has previously focused more on general applications without emphasizing children's creativity and collaboration. These findings support the development of the Merdeka Curriculum by prioritizing active, collaborative, and contextual learning relevant to the developmental needs of early childhood learners. Thus, PjBL proves to be a relevant learning model, encouraging active exploration, mastery of 21st-century skills, and meaningful learning experiences, while simultaneously serving as a solution to improve the quality of learning aligned with children's developmental needs.
The influence of parental attachment on the social-emotional development of children with autism Megantara, Adinda Thalia; Chailan Salsabila, Hanum; Fahira Sari, Alifia; Nazhwa Pragista, Farah; Dian Pertiwi, Adharina
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 1 (2025): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v8i1.25232

Abstract

Background : Parental attachment is a fundamental aspect of a child’s early development and serves as a foundation for their future well-being. For children with autism, secure attachment becomes even more essential, as it directly supports their ability to engage socially and regulate emotions. Despite its importance, few studies have qualitatively explored how real-life parenting practices influence the social-emotional development of autistic children, particularly in contexts where parents serve as the primary caregivers and use alternative communication methods. Aim : This study aims to examine the influence of parental attachment on the social-emotional development of children with autism. It also seeks to offer a deeper insight by comparing direct and indirect parenting practices and exploring actual caregiving behaviors that have rarely been addressed in contextual qualitative research. Method : A qualitative case study approach was used, with purposive sampling to select participants aligned with the study objectives. The subject of this research was a parent of an eight-year-old child diagnosed with autism. Data were collected through observation and in-depth interviews, focusing on the daily parenting interactions and communication strategies employed. Result : The findings indicate that the child exhibits a relatively strong attachment to the parent, which is attributed to being directly raised by them. The parent frequently uses body language and gestures to communicate, compensating for the child’s limited verbal abilities. The child does not display fear in unfamiliar settings and is able to express themselves confidently in new environments. This behavior suggests that the secure attachment has fostered a sense of emotional safety and social adaptability. Conclusion : Parental attachment significantly influences the social-emotional development of children with autism. Direct caregiving, emotional attunement, and the use of adaptive communication strategies contribute to the child’s confidence and ability to engage with their surroundings. The study highlights the importance of nurturing strong parent-child bonds, especially in families with autistic children.
The effectiveness of learning media in improving early childhood numeracy skills Padilla, Rahmi; Rahmi, Tuti
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 1 (2025): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v8i1.26002

Abstract

Background : The quality of early childhood education in Indonesia faces significant challenges, particularly in developing basic numeracy skills, which serve as a foundation for cognitive development. This condition highlights the urgency of identifying the most effective teaching methods. Aim : This study aims to compare the effectiveness of two teaching methods commonly used in early childhood education: the singing method and the snakes and ladders game method. Previous studies have shown that each method can improve early childhood numeracy skills. However, no research has directly compared these two approaches within a single experimental research design. Method : This study employed a quasi-experimental design using a pretest-posttest control group format, involving 30 children divided into three groups: singing, snakes and ladders, and control. Data were collected through observation sheets and analyzed using one-way ANOVA and post hoc tests. Result : The results of the study showed that both approaches were effective in improving numeracy skills; however, the singing method produced a significantly greater improvement compared to the snakes and ladders method and conventional learning (p < 0.05). Conclusion : These findings provide a new contribution in the form of empirical evidence comparing two commonly used learning approaches in early childhood education and can serve as a basis for recommendations in the development of curricula and instructional strategies for early childhood mathematics learning.
Enhancing learning concentration in hyperactive children through brain gym activities at Wahyu Islamic Kindergarten Aisyah, Fitri; Muslam, Muslam
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 1 (2025): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v8i1.26885

Abstract

Background: Children with hyperactivity or Attention Deficit Hyperactivity Disorder (ADHD) are those who experience difficulty in maintaining attention, tend to be impulsive, and display a high level of motor activity. This condition often poses challenges in the learning process, particularly in terms of concentration and focus during classroom instruction. One approach that is currently being widely developed to help improve learning concentration in hyperactive children is brain gym activities. Aim: This study aims to explain how brain gym activities can enhance the learning concentration of hyperactive children and to provide an overview of the benefits of brain gym as a non-pharmacological intervention to support hyperactive children in the learning process at Wahyu Islamic Kindergarten. Method: This research adopts a descriptive qualitative approach. Data collection was carried out through interviews, documentation, and observation. The research subject was one hyperactive child at Wahyu Islamic Kindergarten. The data analysis technique used was triangulation. Results: The results of the study indicate that brain gym activities serve as an effective method to increase learning concentration in hyperactive children. The child became more focused, enthusiastic, and motivated in learning. A distinguishing aspect of this study compared to previous research is that it specifically focuses on a child with hyperactivity, whereas earlier studies generally involved children without special needs. Thus, this study broadens the scope of brain gym benefits and opens up new intervention opportunities for children with special needs, a group often overlooked in prior research. Conclusion: Brain gym activities consist of simple movements performed according to the child’s abilities to stimulate brain development and enhance learning concentration in hyperactive children.
Program to improve qur’anic reading skills for teachers at raudhatul athfal and integrated islamic kindergarten, Deli Serdang Rahmita, Nelly; Sit, Masganti; Rakhmawati, Fibri
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 1 (2025): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v8i1.27134

Abstract

Background : The ability to read the Qur’an correctly is a fundamental skill that must be developed by teachers of Early Childhood Islamic Education (PIAUD). Variations in educational background and teaching experience regarding Qur’anic learning result in differing levels of Qur’anic reading proficiency among teachers. Therefore, a Qur’an reading enhancement program based on tahsin and tahfizh is necessary to address this gap. Aim : This study aims to examine the implementation of a Qur’anic reading improvement program for teachers based on tahsin and tahfizh methods. Method : This study employs a descriptive qualitative method using a multi-site approach, focusing on two institutions: Raudhatul Athfal Al-Ikhlas Kongo and TK Islam Terpadu Jabal Noor.  Result : This study reveals that the program planning includes a Qur’anic reading proficiency test for class placement, a structured plan for regular Qur’an reading training, and a set evaluation schedule. The implementation is carried out systematically, with the talaqqi method focused on Juz 30. Evaluation involves monitoring progress in Qur’anic recitation, with emphasis on tajwīd, makhārij al-ḥurūf, and waqf–ibtidā’. The results of implementation show positive impacts in three main areas: Teachers’ understanding of tahsin, Practical skills in Qur’anic reading, Improved memorization and a more positive attitude toward tahsin and tahfīzh instruction. Supporting factors include internal elements such as motivation, attitude, and personal readiness of teachers. External factors encompass mentorship, institutional policies, and learning facilities. Inhibiting factors involve limited time, varied initial reading abilities, and inconsistency in independent practice. Conclusion : This research is a Qur’an reading improvement program for teachers at Raudhatul Athfal Al-Ikhlas Kongo and TK Islam Terpadu Jabal Noor. The program has shown promising results; however, regular evaluations are necessary to monitor progress and adjust the applied methods as needed.
Introduction of english to early childhood through the direct method Sundari; Harmanto, Bambang; Rahmawati, Ida Yeni
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 1 (2025): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v8i1.27160

Abstract

Background : The reality of English learning at the PAUD level is still faced with various challenges, such as the lack of available learning media, the lack of teachers with adequate qualifications, and the limited variety of teaching methods. Aim : This study aims to determine, explain, and analyze the implementation of English introduction to early childhood through the Direct Method at Pembina Ponorogo State Kindergarten. Method : This study uses a qualitative approach with observation, interview, and documentation methods. The subjects of the study included 24 children, consisting of 8 boys and 16 girls, teachers, and principals. The research indicators include 4 aspects of language skills including listening, speaking, reading, and writing. Result : The results of the study revealed that the Implementation of the Direct Method at Pembina Ponorogo Research findings indicate that the application of the Direct Method is not only effective in stimulating children's cognitive and linguistic abilities but also integrates fine motor stimulation—making it more holistic than other conventional approaches. Compared to other media or methods, the Direct Method offers an intuitive and interactive learning framework based on the stimulus-response principle, which is highly suited to the learning characteristics of young children. Conclusion : The strength of this method lies in the active role of the teacher as both a facilitator and a language model, thereby bridging theory and practice in a practical way. Although challenges such as maintaining children's focus still exist, this method has proven to significantly enhance listening, speaking, reading, and writing skills. Therefore, kindergarten/preschool teachers are advised to optimize the integration of fine motor activities, provide consistent guidance, and create a supportive learning environment to maximize the potential of this method.
Instilling tolerance in early childhood at inclusive PAUD (a study at TK Talenta, Semarang City) Ahimsa, Naila Irsyanda; Muthohar, Sofa
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 1 (2025): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v8i1.27319

Abstract

Background : TK Talenta is an inclusive early childhood education institution currently serving 43 students, 28 of whom are children with special needs (CWSN) with various conditions. This presents challenges in instilling the value of tolerance from an early age. Aim : The purpose of this study is to provide insights into the process of instilling tolerance in an inclusive early childhood education setting, particularly focusing on how it is integrated into the learning process. Method : This study employed a qualitative case study method. Data were collected through observation, interviews, and documentation. The results revealed that the instillation of tolerance at TK Talenta was carried out through various activities, including habituation activities, learning activities, and non-learning activities. These activities demonstrated the integration of tolerance values in aspects such as peace, respect for individual differences, and awareness. Result : Observations showed that children demonstrated an understanding of tolerant behavior at each stage of school activities and were able to exhibit active participation and cooperation with one another. The implementation of tolerance values through three types of activities involving an inclusive environment served as a reinforcing medium for promoting tolerance within the school setting. Conclusion : The activities carried out at TK Talenta demonstrate that the instillation of tolerant attitudes can be effectively achieved through the integration of habituation, instructional, and non-instructional activities that are designed contextually and implemented continuously. All of these activities form an integral part of the learning process, which functions effectively and supports the implementation of inclusive education, while simultaneously instilling the values of tolerance from an early age.
The influence of the dhuha prayer habituation program on the spiritual quotient of 5-6 year old children rachmani, zahira indy; hasjiandito, akaat
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 1 (2025): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v8i1.27385

Abstract

Background : Spiritual Quotient (SQ) is an essential aspect of early childhood development as it relates to the formation of character and religious values. Aim : This study aims to examine the effect of the Dhuha Prayer Habituation Program on the development of SQ in children aged 5–6 years Method : The research was conducted at TK Pembina Plus Dewi Masyithoh Kalikangkung with a sample of 37 children. A quantitative approach with an ex-post facto design was employed. Data were collected through closed-ended questionnaires, structured observations, and documentation. Instrument validity and reliability were tested using the product moment correlation technique. Data were analyzed using simple linear regression with the aid of SPSS. Result : The results showed a significant influence between the Dhuha prayer habituation program and children’s SQ, with a coefficient of determination (R²) value of 0.500 or a contribution of 50%. Some SQ indicators developed optimally, while others were still in the early stages of development. Conclusion : This study offers a scientific contribution through direct quantitative measurement of the impact of religious habituation on SQ, a topic that has rarely been explored in detail. The practical implication of these findings highlights the importance of integrating religious activities into the PAUD curriculum as a strategy for fostering children's spiritual character from an early age.
The implementation of brain gym to optimize verbal communication skills in early childhood. Tadjuddin, Nilawati; Nopriansyah, Untung
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 1 (2025): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v8i1.27647

Abstract

Background : Speaking skills in early childhood are crucial for cognitive, social, and academic development. However, conventional teaching methods in Indonesian early childhood education rarely incorporate motor and neurosensory stimulation, which can limit children’s verbal abilities and self-confidence in communication. Aim : Therefore, this study aims to investigate the implementation of Brain Gym as an innovative, neuroscience-based intervention to enhance the speaking skills of young children. Method : This qualitative descriptive research was conducted at TK Khalifah Karang Anyar in South Lampung. Data were collected through observation, interviews, and documentation techniques involving children aged 5–6 years who participated in structured Brain Gym activities. Result : The findings demonstrate that Brain Gym movements such as cross crawl, lazy eight, and thinking cap significantly improved children’s verbal expression, sentence formation, and communication confidence. These activities also increased classroom engagement and effectively supported the integration of physical and linguistic development. Conclusion : This study highlights the potential of Brain Gym as a practical and playful approach to fostering early speaking skills. It contributes new empirical evidence to the field by focusing specifically on verbal development, offering valuable insights for integrating Brain Gym into early childhood curricula to promote language acquisition through movement-based learning.
Enhancing qur'anic memorization using the talaqqi method assisted by audio-visual media among children aged 5-6 years Hasibuan, Ria Handayani; Sit, Masganti
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 1 (2025): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/al-athfaal.v8i1.27659

Abstract

Background: This research is motivated by the low interest, motivation, and retention of Qur'anic memorization among children aged 5–6 years at Nur Ihsan IFDS Private Islamic Kindergarten in Medan. This issue stems from the use of conventional talaqqi methods, which are less engaging and not aligned with the learning characteristics of early childhood, who tend to understand and retain information more effectively through interactive and stimulating media. Aim : This study aims to improve the ability to memorize Qur'anic verses among children aged 5–6 years through the application of the talaqqi method assisted by audio-visual media at Nur Ihsan IFDS Private Islamic Kindergarten in Medan. Method : This study employed a Classroom Action Research (CAR) approach involving 10 children (5 boys and 5 girls). Data were collected through tests, observations, interviews, and documentation. Result : The results of the study showed a significant improvement in Qur’anic memorization skills. In the pre-cycle phase, the average accuracy of makharijul huruf was 77.06%, and the ability to memorize Surah Ali Imran verse 16 was 81.50%. After Cycle I, these scores increased to 97.43% for makharijul huruf accuracy and 96.50% for memorization ability. The improvement continued in Cycle II, with the average accuracy of makharijul huruf reaching 100% and the memorization ability of Surah Ali Imran verse 16 reaching 99.50%. Overall, there was a 22.50% increase in makharijul huruf accuracy and an 18% increase in memorization fluency from the pre-cycle to Cycle II. Conclusion : It is concluded that the application of the talaqqi method assisted by audio-visual media significantly enhances the ability to memorize Surah Ali Imran verse 16 among children aged 5–6 years, making the learning process more interactive, enjoyable, and effective. This study recommends the optimal use of audio-visual media in early childhood Qur'anic memorization to create an engaging learning environment that aligns with children's characteristics, and as a solution to increase their interest and motivation in memorizing the Qur'an.

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