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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 152 Documents
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Implementation of cognitive development theory in play-based mathematics learning in kindergarten Basuki, Latifah Rachmalia Eko; Hayati, Nur; Maryatun, Ika Budi
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 2 (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.v82.29075

Abstract

Background: This study is motivated by a gap in the literature concerning the absence of a comprehensive mapping of the integration of Piaget’s, Bruner’s, and Vygotsky’s cognitive development theories in play-based mathematics learning in early childhood education (ECE), particularly regarding the proportion of their implementation in classroom practices. Objective: This study aims to analyze the implementation patterns of the three cognitive development theories and to construct a new conceptual mapping regarding the balance between concrete exploration, representation, and social interaction in early childhood numeracy learning. Method: The study employed a systematic literature review of 20 scientific articles published between 2020 and 2025, complemented by field observations conducted in several kindergarten institutions in Bantul. Data were analyzed using thematic analysis techniques to identify dominant patterns and theoretical orientations. Result: The findings indicate that Vygotsky’s theory has the highest level of implementation (85%), followed by Piaget’s theory (80%) and Bruner’s theory (65%). This imbalance reflects a strong dominance of social-interactive approaches over representational approaches in play-based mathematics learning. Conclusion: In conclusion, early childhood numeracy instruction still requires stronger emphasis on representational aspects to ensure a more balanced and optimal integration of Piaget’s, Bruner’s, and Vygotsky’s cognitive development theories in play-based learning contexts.
The development of bookcreator as a learning innovation for instilling character values in early childhood education Kurnia Jayadinata, Asep; Ardiyanti, Dhea; Nikawanti, Gia Nikawanti; Justicia, Risty; Nur Adliyani, Amanda; Rizky Febriani, Alya
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 2 (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.v82.29112

Abstract

Background: Enhancing character values during early childhood is a crucial component of implementing the Merdeka Curriculum and requires the support of engaging and interactive digital learning media. In the context of rapid technological development, educators are encouraged to integrate digital innovations that can meaningfully support character education while maintaining a child-friendly learning environment. Objective: This study aims to develop Book Creator–based learning media to strengthen character values namely honesty, responsibility, empathy, and cooperation in early childhood as an effort to create a joyful and meaningful learning environment. Method: This study employed a Research and Development (R&D) approach using the ADDIE model, involving early childhood teachers and preschool children in Purwakarta Regency, Indonesia. Data were collected through observation, interviews, questionnaires, and documentation, and were analyzed using descriptive, quantitative, and qualitative techniques. Results: The findings indicate that the Book Creator media, consisting of six interactive stories, achieved a validity score of 92% from media experts and 100% from content experts, categorizing it as highly valid. Practicality testing conducted by teachers yielded a 100% score, indicating that the media is very practical, engaging, and easy to use. Furthermore, the media was proven effective in enhancing children’s understanding of character values and demonstrated uniqueness as an interactive thematic storytelling medium specifically designed for early childhood character education. Conclusion: With high levels of validity, practicality, and effectiveness, the developed Book Creator media shows strong potential for broader implementation as an adaptive digital learning innovation to support character education for young children in the technological era.
The meaning of local wisdom in early childhood teacher’s experiences : a phenomenological study on culturally based learning Siregar, Herlina; Pertiwi, Fitri; Maysara, Siska Resti
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 2 (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.v82.29127

Abstract

Background: Banten possesses diverse forms of local wisdom such as Seba Baduy, Seren Taun, and coastal traditions; however, most early childhood education (ECE) teachers have not yet internalized the deeper meanings of these cultural practices, resulting in suboptimal integration into learning activities. Objective: This study aims to explore the lived experiences of ECE teachers in interpreting Banten’s local wisdom and identify factors influencing its implementation in early childhood learning. Methods: A qualitative phenomenological design was employed involving eight nonformal ECE teachers in Serang District selected through purposive sampling. Data were collected through indepth interviews, participant observation, and documentation. Subsequently analysed using processes of reduction, categorization, and interpretation of meaning. Results: Findings indicate that teachers recognize various cultural elements such as the Batu Kuwung folktale, the Maulid Nabi tradition, and the Jawara Banten song. However these elements are not applied systematically due to limited learning materials, insufficient cultural based training, and the predominance of non-local cultural content. Coastal values, including fishermen’s solidarity and marine environmental awareness, also remain underutilized despite their strong educational potential. Conclusion: Teachers’ understanding of Banten’s local wisdom remains largely conceptual, requiring strengthened pedagogical capacity and policy support to ensure that ECE learning becomes more contextual, meaningful, and rooted in local culture.
Interaction quality or time quantity? A systematic literature review on the role of working parents in early childhood vocabulary outcomes Puspitasari, Th Atta Sekar; Syamsudin, Amir; Maryatun, Ika Budi
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 2 (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.v82.29141

Abstract

Background: Early childhood language development is strongly influenced by the quality of verbal interaction within the family environment. This includes families in which parents are working and daily communication patterns may shift due to time constraints. Variations in interaction quality such as responsiveness, turn-taking, and exposure to vocabulary are understood to play a significant role in children’s vocabulary growth. Objective: This study aims to analyze the role of working parents in the vocabulary development of early childhood and to identify communication strategies used in conditions of limited shared time. Method: This study employed a systematic literature review approach. Articles published between 2015 and 2024 were collected from the Scopus, Web of Science, Google Scholar, and DOAJ databases. A structured screening process was conducted based on predefined inclusion and exclusion criteria, resulting in 42 eligible articles that were reviewed and synthesized thematically. Results: The analysis shows that most studies report a positive association between the quality of parent–child verbal interaction particularly responsiveness, conversational turn-taking, and lexical richness and children’s vocabulary growth. More than half of the reviewed articles also identified effective communication strategies, including dialogic reading, open-ended questioning, and consistent labeling of objects and actions. These strategies were found to remain effective even when parental time with children was limited. Conclusion: The findings indicate that language stimulation can still occur optimally through brief yet intentional interactions, even among working parents. This review provides a comprehensive understanding of communication patterns in working families and highlights important directions for future research in early childhood language development.
Cultivating religious moderation in early childhood: an innovative steam-based instructional design Syarfina; Fakhrizal
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 2 (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.v82.29238

Abstract

Background: Religious moderation (RM) learning in early childhood education (ECE) is essential for fostering tolerance, peaceful attitudes, and balanced religious understanding from an early age; however, its classroom implementation remains limited. Objective: This study aims to develop an instructional design in the form of a STEAM-based teacher guidebook to support the integration of religious moderation values into early childhood learning. Method: Employing a Research and Development (R&D) approach using the 4D model (define, design, develop, and disseminate), the study involved ten early childhood education teachers in Langsa City, Indonesia. Data were collected through expert validation questionnaires covering media, content, and language aspects, as well as a practicality questionnaire administered to teachers as end users. Result: The results indicate that the developed guidebook achieved a feasibility score of 95% from media experts, 84.6% from content experts, and 97.5% from language experts. In addition, the practicality test yielded a score of 94.5%, indicating high usability for classroom implementation. The novelty of this study lies in the systematic development of a STEAM-based instructional guide that concretely integrates religious moderation values into thematic learning activities aligned with early childhood developmental stages, providing a practical solution for early childhood educators. Conclusion: These findings suggest that the developed STEAM-based instructional guidebook offers a practical and innovative pedagogical contribution to strengthening religious moderation and character education in early childhood settings
The social-emotional crisis of gifted children in the digital era: a theoretical review based on the anxious generation Izzatuljannah; Syafril , Syafrimen
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 2 (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.v82.29302

Abstract

Background: Gifted children possess heightened emotional and social sensitivity, which makes them more vulnerable to psychological pressure amid changing interaction patterns driven by digitalization. This phenomenon, as articulated in The Anxious Generation, suggests that excessive digital exposure can fundamentally alter the dynamics of children’s social-emotional development. Objective: This study aims to analyze the social-emotional crisis experienced by gifted children in the digital era by integrating Jonathan Haidt’s theoretical framework to elucidate emerging vulnerability mechanisms and identify relevant directions for intervention. Method: This research employed a Systematic Literature Review of 80 national and international publications addressing giftedness and digitalization. Qualitative analysis was conducted to identify thematic patterns and examine intervariable relationships within the context of gifted children’s social-emotional development. Result: The analysis revealed three major patterns: (1) heightened emotional sensitivity increases the risk of anxiety resulting from intensive digital interactions; (2) the phenomenon of great rewiring shifts real-life social experiences toward more passive digital activities; and (3) social isolation and identity dilemmas emerge as consequences of the imbalance between advanced intellectual abilities and emotional maturity. Conclusion: Digitalization intensifies the social-emotional challenges faced by gifted children. Therefore, educational policies and psychological strategies are needed to balance cognitive stimulation with emotional well-being in order to support healthy child development in the digital era.
Building children's character through play and competition methods at Hidayatul Mubtadi'in islamic kindergarten Ramawati, Rosalia; Muthohar, Sofa
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 8 No. 2 (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.v82.29812

Abstract

Background: Character development requires an interesting and relevant approach by developing an integrative model based on games and competitions that also instills Islamic values. Objective: This research aims to analyze the effectiveness of a game-based learning model combined with Islamic values in shaping the character of young children Methods: The research used a descriptive qualitative approach through observation, in-depth interviews, and documentation at the Hidayatul Mubtadi'in Islamic Kindergarten which was analyzed using Thematic Analysis. The research subjects consisted of 2 teachers and 41 students who were divided into two groups per class. Result: The learning model applied was proven to strengthen the character of cooperation, honesty and sportsmanship through game rules and reflection of Islamic values. The integration of the values ​​of trust, manners and caring also improves children's social skills. The main contribution of this research is the preparation of a structured model that combines games, competition, and the internalization of Islamic values, which has not previously been researched much in the PAUD context. Conclusion: This integrative model is effective in cultivating children's character that is in line with Islamic values, with the role of the teacher as the main facilitator. The research recommends further development in broader learning contexts and media.
Application of contextual teaching and learning (CTL) approach in the development of local environment-based curriculum Zainul Arifin; Azkiya Jihadi A’la; Laela Lutfiana Rachmah; Alfarobi Ahmad Sulaiman
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 9 No. 1 (2026): 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.v91.29473

Abstract

Background: The integration of local environmental potential into early childhood education is important for creating meaningful and contextual learning experiences. However, many schools still face difficulties in connecting curriculum content with students’ real-life environments. Objective: This study aims to analyze the development of a local environment-based curriculum at Pembina Tana Tidung State Kindergarten through the Contextual Teaching and Learning (CTL) approach. Methods: This study employed a mixed-method approach through observation, interviews, document analysis, and questionnaires involving teachers and school stakeholders. Result: The findings show that CTL improved curriculum integration through contextual learning activities based on local environmental potential. Quantitative results revealed that 82% of teachers improved their competence in designing contextual lesson plans, while 78% of students demonstrated higher participation and learning motivation. Students also showed better critical thinking and simple problem-solving abilities during learning activities. Conclusion: The study concludes that CTL effectively supports sustainable local curriculum development by strengthening teacher competence and creating authentic learning environments in early childhood education.
Institutional approach to the implementation of disaster safe education units: A literature review on Indonesian early childhood education Rohmah, Putri Adibatur; Wahyunengseh, Rutiana Dwi; Mulyadi, Asal Wahyuni Erlin
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 9 No. 1 (2026): 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.v91.30341

Abstract

Background: Disaster preparedness education in early childhood education (ECE) remains underexplored despite Indonesia’s high disaster risk. Objective: This study analyzes the implementation of Disaster-Safe Education Units (SPAB) in Early Childhood Education (PAUD) in Indonesia using an institutional theory perspective, focusing on coercive, mimetic, and normative pressures. Methods: This study applies a Systematic Literature Review (SLR) following the PRISMA protocol. Data were collected from Scopus and Google Scholar databases for 2021–2025. Four studies met the inclusion criteria and were analyzed qualitatively based on institutional pressure dimensions. Results: SPAB implementation in PAUD is mainly driven by coercive pressures through regulatory frameworks, especially Minister of Education Regulation No. 33 of 2019. Mimetic pressures remain limited due to the absence of replicable best-practice models, while normative pressures are weak because of insufficient teacher capacity and limited disaster risk reduction training. Consequently, SPAB implementation tends to be administrative and not fully integrated into pedagogical practices. Conclusion: The imbalance of institutional pressures creates a “compliance without commitment” phenomenon in SPAB implementation. Strengthening pilot models, teacher capacity building, and multi-stakeholder collaboration is necessary to support sustainable disaster preparedness in early childhood education.
The impact of digital teaching aids on enhancing early childhood understanding of basic concepts: An integrative model Susanti, Anita; Rangga Firdaus; Bayu Saputra; Muhammad Nurwahidin; Dina Martha Fitri
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 9 No. 1 (2026): 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.v91.30367

Abstract

Background: Early childhood education faces persistent challenges in delivering abstract foundational concepts through conventional teaching aids that lack interactive and multimodal features. Objective: This study aimed to examine the effect of digital teaching aids within an integrative model on young children's understanding of basic concepts, mediated by cognitive processes including attention, exploration, and schema construction. Methods: A quasi-experimental design with a nonequivalent control group was employed, involving 45 early childhood learners divided into experimental and control groups. Data were analyzed using path analysis to test both direct and indirect effects through mediating cognitive variables. Result: Results revealed a large and statistically significant positive effect of digital teaching aids on conceptual understanding (p < 0.05, effect size > 0.8), with attention, exploration, and schema construction each serving as significant mediators in the learning process. The mediation analysis confirmed that digital tools do not directly enhance understanding alone but operate through structured cognitive pathways. Conclusion: This study contributes an empirically validated integrative model that bridges multimedia learning theory, constructivism, and cognitive load theory, offering practical and policy-relevant guidance for technology integration in early childhood settings.

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