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INDONESIA
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 4 Documents
 1 
Search results for , issue "Vol. 11 No. 2 (2025): Issue in Progress" : 4 Documents clear
Between Tradition and Digitalisation: Negotiated Mediation in Early Childhood Parenting Among Kiai Families in Sumenep Indonesia Aziz, Thorik; Mahmud Arif; Nurjannah, Nurjannah
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025): Issue in Progress
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.2025.112-01

Abstract

Purpose – This study investigates how Kiai families in Sumenep, Madura, mediate digital technology in early childhood parenting through value-based filtering grounded in Islamic traditions.Design/methods/approach –  An ethnographic study with phenomenological sensitivity was conducted over four months. Data were collected through participatory observation of five kiai families and in-depth interviews with ten key informants (five kiai and five nyai). Thematic analysis was employed, involving open coding, axial coding, and interpretive synthesis to identify patterns of technology negotiation.Findings – Kiai families predominantly refused children's ownership of personal digital devices, prioritising direct parent-child interaction and physical play. Technology access was filtered through religious considerations, with children exposed only to pre-selected Islamic content under strict parental supervision. However, enforcement remained inconsistent due to practical constraints, and indirect exposure through extended family networks produced observable behavioural changes, including adoption of digital expressions, reduced participation in religious routines, and shifts from active to passive play. Nyai reported greater stress in managing boundary violations, revealing gendered dimensions of mediation labour. Interpretations of problematic change were contested across kiai, nyai, and non-kiai informants.Research implications/limitations – This study demonstrates that resistance to digital parenting reflects value-based negotiation rather than technological illiteracy, challenging dominant digital parenting frameworks widely used in scholarship worldwide. By introducing negotiated mediation, the study extends parental mediation theory by foregrounding religious authority and culturally embedded conceptions of childhood as analytically significant. Limitations include the small sample size, cultural specificity of the pesantren context in Sumenep, the four-month observation period, and potential researcher bias. Findings may not be directly transferable to other religious or non-religious settings.Practical implications – Community-based digital parenting programmes should integrate religious perspectives and involve local religious leaders to increase acceptance. Educational interventions must balance digital literacy with the preservation of community values rather than imposing universal models. Originality/value – This study introduces negotiated mediation as an analytical framework explaining how religious authority shapes parental responses to digitalisation through dialectical processes between Islamic values and technological realities. It addresses a gap in the digital parenting literature by foregrounding perspectives from a religiously conservative community, thereby challenging urban-centric and secular assumptions in existing research.Paper type Research paper
Integrating Islamic Values and Madurese Local Wisdom in Early Childhood Financial Literacy: Evidence from a Qualitative Multi-Site Case Study Astuti, Ria; Ardhana Reswari; Muammar Qadafi; Fadilah; Selfi Lailiyatul Iftitah; Luthfatun Nisa'
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025): Issue in Progress
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.112-03

Abstract

Purpose – Financial literacy in Indonesia remains uneven, while early childhood financial education tends to emphasize cognitive skills and marginalize religious and cultural dimensions, particularly in Muslim-majority contexts. This study examines the integration of Islamic values and Madurese local wisdom through transformative learning in early childhood financial literacy education. Design/methods/approach – This qualitative multi-site case study involved 15 participants from two Islamic kindergartens in East Java, comprising eight teachers, two principals, and five parents. Data were collected over six months through non-participatory observation, semi-structured interviews, and document analysis. Data analysis followed Braun and Clarke’s reflexive thematic analysis. Trustworthiness was enhanced through methodological triangulation, member checking, and peer debriefing. Findings – The analysis identified three interrelated themes. The first concerns a pedagogical paradigm shift from teacher-centered to student-centered learning, mediated by the use of local wisdom as experiential learning resources, through the Beyond Centers and Circle Time model. The second theme highlights experiential entrepreneurship development through activities such as cooking classes, Market Day programs featuring Madurese products, and structured charitable practices. The third theme addresses the integration of values-based financial literacy, in which Islamic economic principles, including halal–haram considerations, charity, and social responsibility, are embedded in everyday financial learning activities. Across these themes, implementation was characterized by variation in children’s understanding, ongoing teacher mediation, and developmental constraints. Research implications/limitations – The findings indicate that values-integrated transformative learning can strengthen early childhood financial literacy by connecting economic concepts with ethical and cultural meanings. However, generalizability is limited by the small sample, Madurese cultural context, six-month duration, and qualitative design. Practical implications – Early childhood financial literacy in Muslim-majority settings may be enhanced through integrating Islamic values and local culture, supported by teacher capacity building, family–school collaboration, and pedagogical flexibility. Originality/value – This study contributes to values-integrated financial literacy and transformative pedagogy by showing that ethical, cultural, and economic learning develops through negotiated classroom practices rather than linear processes, with relevance across diverse sociocultural contexts.
Father Absence in Long-Distance Marriage and Early Childhood Self-Confidence in Indonesia: A Qualitative Phenomenological Study Integrating Attachment and Ecological Systems Theory Novianti, Ria; Nafisa Putri, Ainama; Maria, Ilga; Mpolomoka, Daniel
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025): Issue in Progress
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.2025.112-04

Abstract

Purpose – This study examines how father absence within long-distance marriage (LDM) arrangements influences the development of children’s self-confidence, with particular attention to gender-specific vulnerabilities. The analysis is framed through an integrated perspective combining attachment theory and ecological systems theory to explain how relational and contextual factors shape children’s socio-emotional outcomes. Design/methods/approach – Employing a qualitative phenomenological design, this study involved eight participants (five mothers and three early childhood teachers) from Pekanbaru City, Riau Province, Indonesia. Data were collected through semi-structured interviews and analyzed by applying bracketing, extracting meaning units, clustering meanings, and synthesizing the essence of participants’ lived experiences through iterative verification against the transcripts.Findings – Three principal findings emerged. First, fathers in LDM arrangements were described as having lower parenting self-efficacy and often delegated daily caregiving to mothers. Second, children in LDM families were reported to show lower self-confidence, expressed through clinginess, fearfulness, and heightened anxiety consistent with disrupted attachment-related security. Third, participants’ accounts suggested gendered patterns: girls were more often described as insecure and sometimes compensatorily self-reliant, whereas boys were more often described as showing reduced confidence alongside externalizing behaviors such as aggression.Research implications/limitations – The findings extend Western father-absence literature by validating these theories within the Indonesian context, demonstrating that virtual presence (video calls, periodic visits) maintains emotional connection but cannot fully support the consistent responsiveness required for secure attachment development.Practical implications – Policy and intervention programs should focus on strengthening paternal self-efficacy and increasing the quality and frequency of father–child interactions despite geographical separation. Family education initiatives, school-based guidance services, and accessible mental health support should address qualitative relational dimensions that promote attachment security and children’s self-confidence.Originality/value – This study uniquely examines LDM-induced father absence in Indonesia, distinguishing structural absence from relational abandonment, and demonstrating that extended family support, though culturally significant, provides only partial compensation for paternal absence in early childhood development.Paper Type Research paper
Islamic-Based Neuroparenting, Emotional Intelligence, and Character Development in Indonesian Muslim Diaspora Early Childhood in Australia: A Sequential Explanatory Mixed-Methods Study Ulfah, Maulidya; Suci Rohmadheny, Prima; Diah Andika Sari
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (2025): Issue in Progress
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.112-02

Abstract

Purpose – This study develops and tests an Islamic-based neuroparenting framework to strengthen emotional intelligence and character formation among Indonesian Muslim diaspora children (4 to 6 years) in Australia.Design/methods/approach – A sequential explanatory mixed-method design was used. Survey data from 150 Indonesian diaspora parents across three Australian regions were analysed with SEM-PLS. Measures assessed Islamic-based neuroparenting, children’s emotional intelligence, and character development. Follow-up semi-structured interviews with 15 parents were analysed thematically to explain the statistical patterns.Findings – Mean scores were high for neuroparenting (M = 4.30), emotional intelligence (M = 4.18), and character development (M = 4.26). Islamic-based neuroparenting predicted emotional intelligence (β = 0.58, p < 0.001) and character development (β = 0.52, p < 0.001). Emotional intelligence predicted character development (β = 0.47, p < 0.001). Explanatory power was moderate to strong (R2 = 0.34 for emotional intelligence; R2 = 0.49 for character). Interviews highlighted parental self-regulation, affective closeness, and daily Islamic routines as mechanisms supporting children’s calming, empathy, and prosocial behaviour.Research implications/limitations – The study provides empirical evidence for integrating Islamic values and neuroscience in parenting models, though its generalizability is limited to Indonesian diaspora families in Australia. Future research may extend this work by comparing diaspora communities across different cultural settings or by examining longitudinal outcomes.Practical implications –  The model can guide parents, early childhood educators, Muslim schools, and community organisations in designing parenting support that prioritises emotional responsiveness, developmentally appropriate stimulation, and consistent value transmission across home and school contexts.Originality/value – The study operationalises an integrative diaspora parenting model that synthesises neurodevelopmental principles with Islamic moral and spiritual values, supported by mixed-method evidence.Paper type Research paper

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