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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 167 Documents
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The effect of Forest School implementation on the intelligence of naturalists aged 5-6 years Roihanatus Salsabila; Intisari; Fadhilah Latief
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.v91.31238

Abstract

Background: The development of early childhood naturalist intelligence has not been optimal due to the limited implementation of nature-based learning within the school environment, resulting in children having fewer opportunities to interact directly with nature and develop environmental awareness. Objective: This study aims to examine the effect of the Forest School approach on improving early childhood naturalist intelligence. Methods: This research employed a quantitative approach with an experimental method using a one-group pretest-posttest design. The participants consisted of 15 children from group B at Akhlakul Karimah Kindergarten, Gowa Regency, selected through purposive sampling. Data were collected through observation and documentation using instruments that had been tested for validity and reliability. Data analysis was conducted using descriptive statistics and the Wilcoxon Signed Rank Test, with a significance value (Asymp. Sig. 2-tailed) of 0.001. This significance value is less than 0.05 (0.001 < 0.05). Results: The findings indicate that the implementation of the Forest School approach has a significant effect on children’s naturalist intelligence. This is evidenced by improvements in children’s abilities to recognize, observe, classify, and demonstrate care for the environment after receiving the treatment. Additionally, during the learning process, children showed increased activeness, independence, and a higher level of curiosity. Conclusion: The Forest School approach is proven to be an effective learning strategy in enhancing early childhood naturalist intelligence through direct, meaningful, and nature-based learning experiences, thereby supporting more holistic child development
Early childhood language and literacy development through listening skills Umi Faizah; Anandhita, Laila; Nia Kurniasari; Lailatul Fuadah
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.v91.31245

Abstract

Background: Listening skills constitute the earliest form of receptive language that children acquire, serving as a foundational pillar for the development of speaking, reading, and writing. Despite their critical role, listening skills remain underrepresented in early childhood education curricula and teacher training programs. Objective: This study comprehensively examines how listening skills contribute to language and literacy development in children aged 0–6 years and identifies effective strategies for stimulating listening skills in both family and school environments. Methods: A systematic literature review (SLR) was conducted by analyzing 45 peer-reviewed articles from national and international indexed journals published between 2015 and 2024, retrieved from Google Scholar, ERIC, Scopus, and the Garuda Portal. Thematic analysis was employed to synthesize findings Results: Well-developed listening skills significantly and positively correlate with reading ability, writing proficiency, and vocabulary comprehension. Key influencing factors include the quality of parent–child interactions, the richness of the home language environment, and the quality of early childhood education programs. Interactive book reading, music and rhyme activities, and dialogic conversation were identified as the most empirically supported strategies. Conclusion: Listening skills are a critical pillar of early childhood language and literacy development, necessitating systematic attention from parents, educators, and policymakers in designing effective and sustainable language stimulation programs.
Enhancing group B children's ability to recognize the consonant letters b, d, and p using natural materials as learning media Maesaroh, Yuni; Cucu Sopiah; Muh. Arif Syarief H
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.v91.31363

Abstract

Background: Early childhood children's ability to recognize the consonant letters b, d, and p remains relatively low due to the similarities in the shapes of these letters and the limited use of clear and engaging learning media. Objective: This study aimed to improve children's recognition of the consonant letters b, d, and p by utilizing natural materials as learning media for Group B children at Sejahtera Kindergarten. Methods: This study employed a Classroom Action Research (CAR) design conducted in two cycles, with each cycle consisting of planning, implementation, observation, and reflection. The participants were 12 children in Group B. Data were collected through observation, documentation, and field notes and were analyzed using qualitative and quantitative approaches. Results: The findings indicated a gradual improvement in children's ability to recognize the consonant letters b, d, and p, increasing from 30.00% (4 children) before the intervention to 50.00% (6 children) in Cycle I and further to 85.00% (10 children) in Cycle II, representing an overall improvement of 55.00% from the initial condition to the end of the study. Conclusion: The findings demonstrate that the use of natural materials as learning media effectively improved Group B children's ability to recognize the consonant letters b, d, and p, while also promoting more meaningful learning experiences that are appropriate for early childhood characteristics.
Petualangan ular kata: Linguistic stimulation educational game media early childhood Rahma, Aulia; Wahyuni, Desvi; Wembrayarli
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.v91.31369

Abstract

Background: Stimulation of early childhood linguistic intelligence is essential for language development, but there is still limited variety of learning media specifically designed to stimulate the linguistic aspects of children aged 5–6 years. Objective: This study aims to develop and test the effectiveness of the Petualangan Ular Kata game as a medium for stimulating linguistic intelligence for children aged 5–6 years. Method: This study uses the Research and Development method with the ADDIE model, the research involves the stages of analysis, design, development, implementation, and evaluation. Data were collected through expert validation questionnaires, linguistic ability tests (pre-test and post-test), and observation during play activities in 10 children aged 5-6 years. Result: The validation results show that the developed game is declared suitable for use. The effectiveness test showed a significant improvement in children's linguistic skills after the use of the game with a significant difference between pre-test and post-test scores (p < 0.05). Conclusion: The novelty of this study lies in the development of structured language games that have been proven to be effective in stimulating early childhood linguistic intelligence. Petualangan Ular Kata Game has the potential to be an alternative language learning medium in early childhood education.
Introducing coding to young children through play-based learning activities using scratch Lora Rahma Saputri; Jayadinata, Asep Kurnia; Ardiyanti, Dhea
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.v91.31425

Abstract

Background: The rapid development of digital technology has increased the need to introduce 21st-century skills, including computational thinking, from an early age. One approach that can be implemented is coding education through play-based activities that are aligned with children's developmental characteristics. Objective: This study aims to describe the implementation of coding introduction for young children through play-based activities using Scratch. Methods: This study employed a descriptive qualitative approach. Data were collected through observations, interviews, and documentation involving children aged 4–5 years in an early childhood education institution. Results: The findings revealed that coding introduction through Scratch could be implemented gradually through play-based activities. Of the eight children who participated in the study, six were able to independently arrange simple coding commands, while the remaining two required additional guidance to understand the instructions. Most children demonstrated positive responses, including enthusiasm, active participation, and high curiosity throughout the activities. Furthermore, children began to understand the cause-and-effect relationships between commands and their outcomes. The implementation was supported by engaging learning media, the availability of digital devices, and teacher assistance. However, challenges were identified, particularly differences in children's abilities and levels of understanding. Conclusion: Introducing coding through Scratch can serve as an alternative instructional approach that is appropriate for young children's characteristics because it is delivered through enjoyable play-based activities. This approach not only enhances children's engagement in learning but also supports the early development of computational thinking skills through the meaningful use of digital technology.
Improving science observation skills through "Nature Hunt Guided Inquiry" in children aged 4–5 years Sari, Nurmaya; Andi Ali Kisai; Aip Syarifudin
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.v91.31577

Abstract

Background: Science observation skills are essential for developing science literacy in early childhood. However, preliminary observations at PAUD Bunga Bangsa Cirebon revealed that children aged 4–5 years experienced difficulties in focusing attention, recognizing object characteristics, distinguishing objects, and communicating their observations. Objective: This study aimed to improve the science observation skills of children aged 4–5 years through the implementation of Nature Hunt Guided Inquiry. Methods: This study employed Classroom Action Research based on the Kemmis and McTaggart model, conducted in two cycles involving 20 children aged 4–5 years from Group A2. Data were collected through observation and documentation and analyzed using quantitative and qualitative descriptive techniques. Results: The implementation of Nature Hunt Guided Inquiry effectively improved children's science observation skills. The percentage of mastery increased from 20% (4 children) in the pre-action stage to 55% (11 children) in Cycle I and reached 85% (17 children) in Cycle II, indicating an improvement of 65 percentage points. Conclusion: Nature Hunt Guided Inquiry is effective in improving the science observation skills of children aged 4–5 years through structured and meaningful environmental exploration activities.
Development of an islamic values-based early childhood education curriculum to foster children's religious character Robingatin; Anwar, Syaiful
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.v91.31787

Abstract

Background: The development of an Islamic values-based early childhood education (ECE) curriculum is a fundamental necessity for fostering children's religious character during early childhood, a developmental stage commonly referred to as the golden age. Objective: This study aims to describe the development of an Islamic values-based Early Childhood Education (ECE) curriculum in fostering children's religious character. Methods: This study employed a qualitative research design using a library research approach. Data were collected from relevant reference sources, including books and scholarly journal articles. The data were analyzed using content analysis to identify, interpret, and synthesize concepts related to the development of an Islamic values-based ECE curriculum. Results: The findings indicate that the development of an Islamic values-based ECE curriculum should be systematically designed and implemented by establishing the Qur'an and the Sunnah as its primary foundations, which are integrated into the dimensions of faith (iman), worship (ibadah), and moral conduct (akhlaq). The study also reveals that children's religious character can be effectively fostered through teaching strategies and learning methods that are aligned with the developmental stages and potentials of young children, including role modeling, habituation, training, advice, disciplinary measures, discipline enforcement, persuasion, and the consistent application of educational rules. Conclusion: Furthermore, the implementation of an Islamic values-based curriculum has a significant positive impact on nurturing religious attitudes, cultivating habitual worship practices, and developing noble moral behavior from an early age.

Page 17 of 17 | Total Record : 167

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