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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 2 Documents
 1 
Search results for , issue "vol. 12 no. 2 (2026): issue in progess" : 2 Documents clear
Adaptive-Dialogic Strategy in Early Childhood Religious Education among Muslim Minority Families in Karo Regency Habibu Rahman, Mhd.; Nurfaizah, Nurfaizah; Indah Arifa Lubis, Sofni; Nurzuliana Rashed, Zetty
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 2 (2026): Issue in Progess
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.2026.122-02

Abstract

Purpose – Muslim minority families in Karo Regency, North Sumatra, Indonesia, raise children with limited and uneven access to external Islamic religious education institutions. This condition positions parents as the primary religious educators for children aged three to six years. Prior research on family-based Islamic education has largely examined Muslim-majority settings, where external institutions supplement parental instruction. This study instead examines how twelve Muslim minority parents construct early childhood religious education strategies under this condition of limited institutional access.Design/methods/approach – The study applied a transcendental phenomenology design following Moustakas (1994). Twelve parents were selected through purposive sampling, meaning deliberate selection based on set criteria. Data were collected from June through November 2024 through non-participant observation, two in-depth interview sessions per participant, and documentation review. The examination of the data followed four stages, namely epoché, the bracketing of the researcher’s prior assumptions, horizonalization, the equal weighting of every participant statement, thematic clustering, and synthesis of the essential structure of experience.Findings – Three themes emerged from the data. Parental exemplification functioned as the primary behavioral reference for Islamic conduct across all twelve families and took three forms, namely ritual worship modeling, daily moral conduct modeling, and cognitive-dialogical modeling. Contextual dialogue occurred through three types, namely reactive dialogue in eight families, anticipatory dialogue in seven families, and cultural dialogue in six families. Socio-religious integration appeared in ten of the twelve families, producing children who held Islamic identity and social competence as a single unified character.Research implications/limitations – The findings draw on twelve families from a single regency, which limits generalization to other Muslim minority regions in Indonesia. The data rest solely on parental accounts and do not include the perspectives of children, early childhood teachers, or local religious leaders. The six-month data collection period did not capture how parenting strategies evolve as children grow older.Practical implications – Muslim minority parents require parenting guidance tailored to their specific social environment. Curriculum developers should design instructional materials suited to religiously plural settings. Policymakers should consider expanding access to Islamic early childhood institutions in regions with small Muslim populations.   Originality/value – This study introduces a three-type typology of contextual dialogue, comprising reactive, anticipatory, and cultural dialogue, as an analytical construct for early childhood Islamic education research. The typology offers a reading framework that may be tested in Muslim minority families with comparable ecological characteristics.Paper type Research paper  
Parenting as Riyāḍah: Ethical Self-Formation and Relational Care in Muslim Early Childhood Education Burgueño Lópeza, Jorge
Al-Athfal: Jurnal Pendidikan Anak Vol. 12 No. 2 (2026): Issue in Progess
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.2026.122-01

Abstract

Purpose – This article reconstructs riyāḍah from an individual spiritual discipline into a relational ethics of Muslim parenting. It examines how devotional practice may form the parent before becoming pedagogically meaningful in the child’s everyday world, without presuming that parental piety directly determines moral or religious outcomes.Design/methods/approach – The study uses constructive conceptual analysis of six primary works by Al-Ghazālī in dialogue with ethical subject formation, relational spirituality, care ethics, child agency, and developmental research on parental regulation and parent-child co-regulation. The purposively assembled corpus was analysed through semantic clarification, limited conceptual genealogy, immanent critique, theoretical dialogue, constructive synthesis, and boundary testing.Findings – Parenting as riyāḍah is defined as the sustained ethical-spiritual formation through which parents examine intention, regulate affective and possessive impulses, cultivate moral dispositions, and embody them within accountable relations of care. The framework identifies moral-spiritual resonance as an indirect and reciprocal pedagogical process through which children encounter values in embodied example, emotional attunement, relational repetition, dialogue, and co-regulation. Children remain active interpreters, while developmental outcomes remain open and contextually mediated.Research implications/limitations – The framework is conceptual and normative; it does not demonstrate causal effects of devotional practice on parenting or child development. Its propositions require examination through phenomenological, ethnographic, dyadic, observational, comparative, and longitudinal studies across diverse Muslim family settings.Practical implications – Muslim parenting education and early childhood institutions should assess religious formation not only through ritual instruction or behavioural compliance, but also through parental self-regulation, developmentally informed care, relational repair, non-violent discipline, equitable caregiving, and appropriate professional support.   Originality/value – The article shifts the analytical centre of religious parenting from the production of the child to the ethical formation of parental authority. It brings Ghazālian self-formation into critical dialogue with global scholarship on care, spirituality, development, gender justice, and child agency, while establishing relational and ethical conditions that prevent riyāḍah from legitimising control, humiliation, or parental self-erasure.Paper type Conceptual paper  

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