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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 3 Documents
 1 
Search results for , issue "Vol. 12 No. 1 (2026): Issue in Press" : 3 Documents clear
Assessing Scientific Thinking in Early Childhood: Cross-Sectional Evidence for a Six-Dimensional Hierarchical Structure in Indonesian Preschoolers Subhan, Subhan; Puad, Lalu Mohammad Abid Zainul; Listyowati, Anies
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026): Issue in Press
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.2026.121-01

Abstract

Purpose – Scientific thinking in early childhood remains understudied in non-Western contexts, with many existing models derived from Western samples and limited to two or three dimensions. This study examines a six-dimensional hierarchical framework proposing that domain-general cognitive capacities (Attention & Focus, Working Memory, Problem Solving) support domain-specific scientific competencies (Observation Skills, Prediction & Reasoning, Experimentation) in Indonesian preschoolers aged 4–6 years. Age-related patterns, gender differences, and institutional-type differences are also investigated.Design/methods/approach – Using a quantitative cross-sectional design, data were collected from 105 children (4–6 years) enrolled in secular and Islamic early childhood education institutions in South Sulawesi, Indonesia. Scientific thinking was assessed using the Scientific Thinking Assessment for Early Childhood (STAEC), a 25-item teacher-rated instrument developed through expert review and pilot testing with 30 teachers. Analyses included descriptive statistics, reliability analysis, Pearson correlations, ANOVAs, and t-tests to evaluate interdimensional relationships and group differences.Findings – Results provided initial cross-sectional evidence consistent with a six-dimensional hierarchical organization of early scientific thinking. Domain-general capacities were strongly intercorrelated (r = .796–.831) and showed higher mean scores than domain-specific competencies, suggesting a foundational role. Working memory displayed the strongest associations with advanced competencies, particularly prediction & reasoning and experimentation. A significant age-related difference emerged only for observation skills, whereas other dimensions showed non-significant developmental trends. No gender differences were observed across any dimension, and no differences emerged across secular and Islamic institution types.Research implications/limitations – The cross-sectional design limits developmental and causal inferences. Teacher ratings may introduce rater bias and do not capture moment-to-moment reasoning processes. The single-region sample constrains generalizability; future research should use longitudinal, larger, multi-region, and multi-method designs.Practical implications – Early childhood programs should strengthen foundational cognitive capacities while providing explicit, developmentally appropriate support for prediction and experimentation, and maintain equal learning expectations across genders and educational settings.Originality/value – This study offers initial empirical support for a multidimensional hierarchical model of early scientific thinking in a non-Western context, including secular and Islamic early childhood education settings.Paper type Research paper
Examining the Emergence of Computational Thinking through Unplugged Coding Games in Early Childhood: Evidence from a Multiple Case Study in Indonesia Fitriyah, Qonitah Faizatul; Asmawulan, Tri; Faza, Atika Tsania; Wafa, Khadijah; Susilo, Taufik Eko
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026): Issue in Press
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.2026.121-02

Abstract

Purpose – Computational Thinking (CT) is widely recognized as a key competency in 21st-century education; however, its implementation in early childhood settings remains predominantly associated with digital technologies, leaving its development in low-resource contexts underexplored. This study aims to examine how CT skills emerge through unplugged coding games in early childhood education and to identify the contextual factors shaping their implementation.Design/methods/approach – This study employed a qualitative multiple case study design across three early childhood education settings in Surakarta, Indonesia. Data were collected through six weeks of non-participatory classroom observations and semi-structured interviews with teachers. Observational data were analyzed using a computational thinking framework, while interview data were examined inductively to uncover enabling and constraining factors.Findings – Findings reveal that unplugged coding games, grounded in concrete materials and play-based activities, facilitate the emergence of core CT skills, including sequencing, decomposition, pattern recognition, abstraction and problem-solving. These skills develop through embodied, collaborative, and iterative play processes, where children actively construct solutions within meaningful contexts. However, teachers tend to mediate these processes implicitly, often without explicitly recognizing or articulating them as CT practices, which may limit pedagogical intentionality.Research implications/limitations – The study is limited to three cases within a single regional context and a relatively short observation period, which may constrain the transferability of findings. Nevertheless, it contributes to the conceptualization of CT as a socially mediated and play-based learning process in early childhood, extending beyond technology-centric approaches.Practical implications – The findings highlight the feasibility of integrating CT into early childhood education through unplugged, play-based pedagogies, offering an accessible and contextually adaptable approach for low-resource settings.Originality/value – This study advances the CT literature by demonstrating that computational thinking can emerge through non-digital, play-based interactions in early childhood contexts, challenging dominant technology-driven paradigms and providing empirical evidence from the Global South to broaden theoretical and geographical representation in the field.Paper type Research paper  
Female Rangers as Informal Community Educators: Khalifah Fil Ardh and Early Childhood Environmental Learning in Aceh Samad, Munawwarah; Sri Astuti; Futhira, Nadia; Amelia, Lina; Abdurrahman Qahar, Jabbar; Maramina, Aula
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 1 (2026): Issue in Press
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.2026.121-03

Abstract

Purpose – This study investigates how Female Rangers in Bener Meriah Regency operationalize the Islamic concept of khalifah fil ardh (human stewardship of the Earth) as a lived pedagogical practice within early childhood environmental education. It seeks to bridge the gap between eco-theological discourse and community-based educational praxis.Design/methods/approach – Employing a qualitative single-case study design, this research was conducted in Damaran Baru Village, Aceh. Data were generated through in-depth semi-structured interviews, participant observation, and document analysis. The analytical process followed an iterative model involving data condensation, data display, and conclusion drawing, complemented by inductive thematic coding to identify recurring patterns of practice and meaning.Findings – The findings reveal that Female Rangers enact dual and intersecting roles as grassroots conservation agents and informal educators. Their environmental engagement is not merely technical but deeply rooted in moral-religious consciousness, positioning ecological care as an ethical obligation. Pedagogically, their influence emerges through children’s situated participation in everyday ecological practices. Four core strategies underpin this process: (1) embodied modelling of pro-environmental behavior, (2) experiential learning through direct participation, (3) integration of spiritual reflection linking nature to divine responsibility, and (4) contextual embedding of environmental values within communal and cultural routines. These strategies collectively construct an implicit curriculum that integrates ecological awareness with moral and spiritual development in early childhood.Research implications/limitations – This study contributes to Islamic eco-theology by demonstrating how the notion of stewardship is translated into concrete pedagogical action within community contexts. It advances the conceptualization of informal environmental education as a relational and value-driven process. However, as a single-site qualitative inquiry, the findings are context-specific and not intended for statistical generalization, though they offer analytical transferability to similar socio-cultural settings.Practical implications – The study highlights the importance of synergizing formal education, community initiatives, and faith-based ecological values in designing early childhood environmental education. It suggests that integrating local actors such as Female Rangers into educational ecosystems can enrich children’s holistic development, particularly in fostering environmental ethics from an early age.Originality/value – The article offers a grounded account of how women-led conservation can operate as an informal pedagogical infrastructure through which young children encounter environmental care as part of moral, spiritual, and communal life.Paper type Research paper

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