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AL-ATHFAL : JURNAL PENDIDIKAN ANAK
Published by Universitas Islam Negeri Sunan Kalijaga Yogyakarta
ISSN : 24774189     EISSN : 24774715     DOI : -
Core Subject : Education,
Education
Al-Athfal: Jurnal Pendidikan Anak, ISSN Print: 2477-4715; Online: 2477-4189 is a periodically scientific journal published by the department of Islamic Education for Early Childhood the Faculty of Tarbiyah and Education Science State Islamic Universty Sunan Kalijaga Yogyakarta. The journal focuses its scope on the issues of Islamic Early Childhood Education. We invite scientists, scholars, researchers, as well as profesionnals in the field of Islamic education to publish their researches in our Journal. This Journal is published every June and December annually.
Arjuna Subject : -
Articles 15 Documents
 1   2 
Search results for , issue "Vol. 11 No. 1 (2025)" : 15 Documents clear
Implementing and Addressing Challenges of LIMASTERS Integration in Early Childhood Education: A Case Study Mastikawati, Mastikawati; Nazurty, Nazurty; Sofyan, Hendra; Yantoro, Yantoro
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.111-13

Abstract

Purpose – This study aims to explore the implementation and challenges of integrating LIMASTERS (Literacy, Mathematics, Science, Technology, Engineering, and Arts) in early childhood education within the School Mover Program in Jambi City. The research responds to the growing demand for 21st-century learning integration at the preschool level and examines how practices align with the principles of the Independent Curriculum.Design/methods/approach –  A qualitative case study design was applied. Data were collected through classroom observations, in-depth interviews with teachers and the principal, and document analysis of lesson plans and children’s work. Data were analyzed thematically using the Miles and Huberman model of data reduction, display, and conclusion drawing.Findings – The study shows that literacy, mathematics, and arts are consistently integrated into daily learning, while science, technology, and engineering remain less developed. Teachers conduct initial assessments to align activities with children’s needs and interests. Key challenges include limited facilities, insufficient time, and teacher competencies. These are partly mitigated through peer collaboration, self-initiated training, and phased implementation.Research implications/limitations – The findings are context-specific and do not address long-term child development outcomes. Nonetheless, they provide valuable insights for designing integrative curricula and teacher training policies in Indonesian ECE (Early Childhood Education).Practical implications – The study offers a practical model for LIMASTERS integration through child-centered exploratory activities that emphasize interactive experiments, scaffolding, and contextualized learning.  Originality/value – This research contributes a holistic framework for balancing literacy and STEAM within early childhood classrooms in a local Indonesian context, highlighting the potential of exploratory and contextual learning to advance curriculum reform.Paper type Case study
Cultural Cooking as Parenting Pedagogy: Strengthening Father–Child Attachment in Early Childhood Education Anggraini , Vivi; Dwi Febriani, Rahmi; Anggraini, Ezi; Priyanto, Adi; Novela, Tia; Yulsyofriend, Yulsyofriend; Septia Ochi Wahyuni, Dwi
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2024.111-14

Abstract

Purpose – This study explores the effectiveness of fun cooking activities using Minangkabau traditional food as a culture-based pedagogical strategy to strengthen father–child attachment in early childhood education settings. The research aims to demonstrate how local cultural practices can serve as meaningful tools for fostering emotional connection and parental engagement.Design/methods/approach –  A quantitative pre-experimental design with a one-group pretest–posttest approach was employed to measure changes in attachment levels before and after the intervention. The study utilized a structured questionnaire encompassing four key indicators of attachment: frequency of interaction, emotional warmth, involvement in activity, and father–child communication. Data were collected through action-based activities, and the degree of improvement was analyzed using the N-gain formula to assess effectiveness.Findings – The findings revealed a significant increase in all four indicators of father–child attachment after participating in the fun cooking sessions. The most substantial improvements occurred in emotional warmth and involvement in the activity, suggesting that shared cooking experiences offer a highly interactive and emotionally rewarding context for strengthening familial bonds. These outcomes indicate that collaborative culinary activities not only promote affection and cooperation but also enhance communication and active participation between fathers and their young children.Research implications/limitations – The findings are context-specific to the Minangkabau community, which may limit their generalizability to other cultural settings. Future studies with larger samples and comparative designs are recommended.Practical implications – The study provides insights for educators, family practitioners, and policymakers on how local culture-based activities can be integrated into parenting programs to encourage father engagement. It underscores the significance of embedding local wisdom in designing family-centered educational practices.  Originality/value – This research offers a novel perspective on fatherhood by positioning cultural cooking as a pedagogical tool to enhance paternal attachment. It expands the literature on father engagement in early childhood education and demonstrates how cultural traditions can be leveraged for sustainable parenting and educational practices.Paper type Research paper
From Ritual to Classroom: The Transposition of Islamic and Local Culture in Early Childhood Arts Education Curriculum Arbi, Bahtiar; Jazuli, Muhammad; Wadiyo, Wadiyo; Cahyono, Agus; Adi, Brian Trinanda Kusuma
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2024.111-15

Abstract

Purpose – This study explores the integration of Islamic values and Javanese cultural rituals in early childhood arts education within the Komunitas Lima Gunung in Central Java, Indonesia. It investigates how community-based rituals—such as Merti Dusun, Sungkem Tlompak, and Jaran Papat—serve as pedagogical spaces for the development of children’s aesthetic, spiritual, and socio-cognitive capacities. Addressing a gap in formal early childhood education, which often excludes local traditions and Islamic spiritual values, this study offers an alternative model rooted in cultural continuity and lived practice.Design/methods/approach –  Employing a participatory ethnographic approach, the study involved in-depth interviews, direct observation, photo documentation, and ritual participation within seven community art centers. Data were interpreted using theoretical frameworks including Vygotsky’s Zone of Proximal Development (ZPD), Funds of Knowledge, and Pedagogical Content Knowledge (PCK), to understand how children learn through culturally meaningful interaction.Findings – The study reveals that children’s engagement in ritual performance enhances their spiritual literacy, narrative cognition, and sense of belonging. These processes occur through embodied participation, intergenerational storytelling, symbolic aesthetics, and moral learning embedded in Islamic-Javanese rituals. The study also shows how the absence of formal educators is compensated by the community’s collective pedagogical roles.Research implications/limitations – This study is context-specific and based on a single ethno-regional setting. It does not measure long-term developmental outcomes or compare with other regions. However, it provides qualitative depth and cultural insight into the ways informal, non-institutional education functions effectively within Islamic and indigenous contexts.Practical implications – The findings highlight the need for integrating local Islamic cultural practices into early childhood curricula. The model suggests a framework for community-based religious-cultural education that promotes identity, empathy, and critical thinking through art.  Originality/value – This research offers a rare ethnographic insight into how Islamic-Javanese rituals function as aesthetic and moral education for young children. It challenges dominant models of early childhood education by proposing a culturally embedded, spiritually rooted, and community-led pedagogy.Paper type Research paper
Strategies of Early Childhood Teachers in Implementing the Pancasila Student Profile through Differentiated Learning: A Case Study Fitriani, Dewi; Zulfikar, Teuku; Habiburrahim, Habiburrahim
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.111-11

Abstract

Purpose – The COVID-19 pandemic has led to noticeable behavioural changes and negative character traits among Indonesian children, as evidenced by a decline in the national student character index. The Pancasila student profile, a framework for character and competency development within Indonesia's Merdeka Curriculum, aims to address these challenges. This study examines how the Pancasila student profile is implemented through differentiated learning in Early Childhood Education (ECE) Penggerak Schools in Banda Aceh, providing insights into effective strategies for holistic child development.Design/methods/approach –  This qualitative case study was conducted in two ECE institutions (one public, one private) participating in the Penggerak School Program. Data were collected through interviews with two kindergarten teachers, classroom observations, and document analysis. Thematic analysis was applied to identify key implementation strategies.Findings – The study revealed six key strategies for integrating the Pancasila Student Profile into ECE Penggerak schools through differentiated learning: (1) internalizing Islamic values in learning materials, (2) fostering child-led activity choices, (3) employing diverse teaching methods, (4) utilizing varied learning media, (5) engaging parents and the community (Tri-Sentra Pendidikan), and (6) adapting project-based learning flow to school contexts.Research implications/limitations – While the study provides valuable insights, its findings are limited to two schools in Banda Aceh, restricting generalizability. The short duration (two weeks) and reliance on teacher perspectives may also affect depth. Future research should expand to diverse regions, incorporate longitudinal designs, and include parent/child viewpoints to strengthen validity.Practical implications – The findings suggest that ECE educators should adopt differentiated learning tailored to children's interests and readiness, strengthen parental involvement, integrate local and digital resources, and flexibly adapt project-based learning to align with school capacities.Originality/value –This study addresses a gap in research on differentiated learning in Indonesian ECE, particularly within the Penggerak school program framework. It offers a practical model for embedding national character values into early childhood curricula, supporting Indonesia's goals for holistic student development.Paper type Case Study
Hexis of the Body and the Project of Active Piety in Islamic Early Childhood Education in Solo Tanfidiyah, Nur; Sirait, Sangkot
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.2025.111-12

Abstract

Purpose – This study addresses the limited scholarly attention given to the role of the body in shaping religious piety within early childhood education, particularly in Islamic-based institutions. While most studies on piety emphasize cognitive, doctrinal, or socio-political dimensions, little is known about how bodily practices contribute to the internalization of religious values from an early age. Therefore, this research aims to reveal the significant role of the body in the project of piety within Islamic-based Early Childhood Education institutions, specifically Raudlatul Athfal (RA) Ummah 5. In teaching Islam, RA Ummah 5 emphasizes the importance of bodily discipline.Design/methods/approach –  This research employed an ethnographic approach. Data collection was conducted through participatory observation to capture children’s activities during both classroom and outdoor learning processes. In addition, in-depth interviews were carried out with the RA principal and teachers, and relevant documents were gathered to strengthen the findings. Through the ethnographic approach, the study explored the specific cultural patterns practiced at RA Ummah 5. Data were analyzed using Miles, Huberman, and Saldaña’s framework, which includes data collection, display, reduction, and verification/conclusion drawing.Findings – The piety project developed at RA Ummah 5 cannot be linked to the market or radicalism; instead, the institution defines its own model of piety based on foundational texts (the Qur’an and Hadith) interpreted textually. This aligns with the ideology rooted in the practices of the Prophet and the third generation of Muslims after him. Bodily practices reflect a discursive Islamic tradition connected to the past and validated by the continuity of practices transmitted across generations. In other words, RA Ummah 5 seeks to construct a future Islam that mirrors the past, distancing itself from modernity by reviving and sustaining traditional Islamic practices.Research implications/limitations – This study is limited in scope as it focuses on a single institution with a small number of respondents. Future research should expand to include more diverse contexts and participants to provide deeper and more comprehensive insights. Researchers should also develop a broader understanding of the research setting to enhance data collection.Practical implications – The findings provide new insights for educators, suggesting that hexis can serve as a means of shaping and controlling children’s behavior to achieve specific educational visions.  Originality/value – This study contributes to the literature by demonstrating how RA Ummah 5 constructs its own version of piety—nurturing a rabbani generation that is spiritually, emotionally, and intellectually intelligent. The form of piety developed through bodily hexis is neither dictated by the market nor aligned with radicalism, as often emphasized in prior studies. Instead, this research highlights how bodily hexis is strategically employed as a medium for transmitting and internalizing Islamic values in early childhood education, in accordance with the ideology constructed by the school.Paper type Research paper

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