Garuda - Garba Rujukan Digital

Enhancing Early Childhood Educator's Digital Competencies through AI-Powered Learning Modules (AI-PEL) Training Program Yafie, Evania; Anisa, Nur; Maningtyas, Rosyi Damayani Twinsari; Iriyanto, Tomas; Jumaat, Nurul Farhana; Widiasih, Rina Mukti
Al-Athfal: Jurnal Pendidikan Anak Vol. 10 No. 1 (2024)
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.2024.101-07

Purpose – Digital skills among educators are becoming increasingly important and essential for creating interactive and relevant learning experiences. However, many teachers are still unprepared to fully integrate technology into their teaching and need to improve their understanding of AI technology to support the learning process. This study aims to determine the effectiveness of improving the digital skills of early childhood education (ECE) teachers through AI-Powered Learning Modules (AI-PEL) training. Design/methods/approach – This research employs a quantitative approach with a quasi-experimental method to evaluate the effectiveness of AI-Powered Learning Modules (AI-PEL) training for Early Childhood Education (ECE) teachers in the Tumpang Sub-district. Purposive sampling was used to select 80 ECE teachers who participated in the training. Data were collected through pre-tests and post-tests. Data analysis involved descriptive statistics using SPSS 17.0, including the Kolmogorov-Smirnov test for normality, Cronbach's Alpha for reliability, and Independent t-tests to compare group means. Findings – This study found a significant improvement in the digital skills of ECE teachers in the Tumpang Sub-district after the AI-PEL training. Initially, the teachers struggled with technology integration, but after the training, their skills and understanding of digital tools improved. Evidence shows that 68 out of 80 participants successfully created teaching modules and picture stories using AI technologies such as Chat GPT, Gemini, DeepL, and Bing Image Creator within the specified deadline. Research implications/limitations – This finding highlights the importance of improving digital skills among teachers, as it enhances their teaching effectiveness and positively impacts students' learning experiences and outcomes. This fosters an engaging, interactive, and effective learning environment in the 21st century. Practical implications – This research emphasizes the importance of supporting strategies such as developing digital learning modules, continuous mentoring, and integrating technology into the ECE curriculum. Partnerships with stakeholders are also crucial to ensuring the sustainability and effectiveness of the AI-Powered Learning Modules (AI-PEL) Training Program. These measures are essential for improving teachers' digital skills and the overall quality of teacher education in the 21st century. Originality/value – This research highlights that early childhood teachers can develop more creative and effective teaching methods with good digital skills. Ultimately, this will improve the quality of early childhood education for the 21st century. Paper type Research paper

Childhood Education and Popular Islam: Islamic Psychology as a Pattern of Early Childhood Education in the Authoritative Affinity of Popular Islam Ahnan 'Azzam, Dimas; Leany, Muhammad
Al-Athfal: Jurnal Pendidikan Anak Vol. 10 No. 2 (2024)
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.2024.102-07

Purpose – This study examines how Islamic psychology contributes to early childhood education by integrating spirituality, emotional well-being, and intellectual development, while addressing the impact of globalization and popular Islam on the authenticity of Islamic teachings. Design/methods/approach – The study employs a qualitative methodology centered on conceptual analysis, utilizing systematic reviews of scholarly articles, books, and relevant media. This approach critically examines key concepts such as fitrah (innate nature), nafs (soul dynamics), and their applications in early childhood education, particularly in the context of media and cultural globalization. Findings – The findings reveal that Islamic psychology provides a robust foundation for addressing contemporary challenges in early childhood education. Key principles such as fitrah and tawhid support the development of children’s spiritual, cognitive, and emotional capacities. However, the increasing commercialization of Islamic values through popular media risks diluting these teachings into superficial symbols. The study emphasizes the need for parental and educator involvement to ensure the alignment of popular Islamic content with authentic religious values, providing a balanced approach to moral and spiritual education. Additionally, the research highlights the potential of Islamic psychological principles to offer innovative solutions to counteract identity crises in children, promoting resilience against the influences of globalization and consumer culture. Research implications/limitations – The study is limited to theoretical and conceptual analyses of Islamic psychology in early childhood education and does not include empirical data. Future research should focus on field-based studies to evaluate the practical application of these concepts in diverse cultural and educational settings. Additionally, the findings underscore the necessity for policy reforms to integrate Islamic psychological principles into early childhood education curricula. Practical implications – This research provides actionable insights for integrating Islamic psychology into early childhood education by combining spiritual, cognitive, and emotional development, leveraging media responsibly, and creating Islamic value-oriented environments to help children navigate sociocultural challenges while maintaining their religious identity. Originality/value – This study highlights the integration of Islamic psychological principles to address challenges in early childhood education amid popular Islam and globalization, offering a holistic paradigm that balances intellectual, spiritual, and emotional development to create resilient, morally grounded individuals. Paper type Conceptual paper

Digital Narratives and Tradition: The Role of NU Kids Animations in Early Islamic Education Rashid Said Al Mushaiqri, Mahfouda; Sulistio, Dody
Al-Athfal: Jurnal Pendidikan Anak Vol. 10 No. 2 (2024)
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.2024.102-03

Purpose – This study aims to analyze the impact of animated content on the NU Kids YouTube channel on traditional Islamic education for early childhood by examining viewership metrics, community engagement, behavioral changes in children, and how these animations integrate character education, appreciation for local traditions, and the formation of a moderate religious identity. Design/methods/approach – A netnographic approach was employed to observe and analyze 7 out of 13 available videos on the NU Kids Sumenep channel. These 7 videos were selected based on their thematic relevance to the research objectives, focusing on the portrayal of Nahdlatul Ulama’s history, character education, and the development of religious identity. Thematic analysis was used to identify key themes in these videos, including representations of Nahdlatul Ulama history, character education, and the development of religious identity. Findings – The findings indicate that NU Kids animations successfully promote traditional Islamic values rooted in local traditions. For instance, episodes such as "The Founding of Nahdlatul Ulama" and "The Story of Kiai Hasyim Asy'ari" emphasize respect for elders, community solidarity, and the integration of Islamic principles with local customs, which resonate deeply with audiences. The channel effectively builds a strong digital community and strengthens the collective identity of the NU community in the era of globalization. Research implications/limitations – The study is limited to the community analyzed, which may be confined to those already affiliated with Nahdlatul Ulama. The research primarily relies on public data such as view counts and comments, which may not fully reflect long-term impacts. Practical implications – This study demonstrates that digital media, such as YouTube, can be an effective tool for disseminating traditional Islamic teachings to young audiences. The findings could influence the development of educational content based on local values in the future. Originality/value – This research provides new insights into the role of digital media in traditional Islamic education, particularly in early childhood education, by demonstrating how platforms like NU Kids integrate local cultural narratives with religious teachings, employ storytelling and digital tools to foster collective identity, preserve traditional values, and shape the younger generation's identity in a rapidly globalizing world. Paper type Research paper

Islamic Child Parenting Practices and Muslim Family Resilience in Southeast Asia: A Systematic Literature Review Dwinandita, Audrey
Al-Athfal: Jurnal Pendidikan Anak Vol. 10 No. 2 (2024)
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.2024.102-01

Purpose – This study explores the integration of Islamic values in child parenting practices and its impact on family resilience within Muslim families in Southeast Asia. The necessity of this research arises from the increasing interest in how religious teachings influence family dynamics and child development, providing a unique perspective on parenting in diverse cultural contexts. Design/methods/approach – A systematic literature review methodology adhered to the PRISMA guidelines. Databases such as Scopus, Google Scholar, Emerald, PubMed, Taylor & Francis, Springer, and Semantic Scholar were searched using specific keywords related to Islamic parenting and family resilience in Southeast Asia. The study included peer-reviewed empirical research published between 2000 and 2024. From the results of the article selection, 39 articles were narrowed down and analysed to reveal various critical aspects of the research theme. Thematic analysis was conducted to identify, analyse, and report themes within the data. Findings – The review identified that integrating Islamic values into parenting practices significantly enhances family resilience, promotes interfaith tolerance, and supports children's moral development. Key themes included the implementation of wasatiyyah (moderation), character education based on Islamic teachings, and the role of community and cultural integration in parenting. However, challenges such as balancing cultural influences and addressing special needs within the context of Islamic parenting were also highlighted. Research implications/limitations – The study's limitations include the diverse cultural backgrounds of the families studied and the reliance on existing literature, which may affect the generalizability of the findings. Future research should consider longitudinal studies and examine the role of community support, religious institutions, and modern technology in parenting. Practical implications – This study provides valuable insights into the role of Islamic values in enhancing family resilience among Muslim families in Southeast Asia. It highlights the importance of religious teachings in shaping parenting practices and offers recommendations for future research and practical applications. Originality/value – This is your opportunity to provide readers with an analysis of the value of your results. It is a good idea to ask colleagues whether your analysis is balanced and fair, and again, it is essential not to exaggerate. You can also conjecture what future research steps could be. Paper type Literature review

Community Tolerance, Habitus, and Early Childhood Education in Schools: A Phenomenological Approach Qadafi, Muammar; Alfan Sidik, Muhammad; Mukhtar, Zulfadhly
Al-Athfal: Jurnal Pendidikan Anak Vol. 10 No. 2 (2024)
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.2024.102-06

Purpose – This study examines how the tolerant culture of the Senggarang community, rooted in its traditions and values, influences religious tolerance education in early primary education in Tanjungpinang City, Indonesia, by utilizing Bourdieu’s theory of habitus and cultural capital to clarify the impact of cultural practices in multicultural communities on early childhood education oriented towards tolerance. Design/methods/approach – This study employs a qualitative phenomenological approach, utilizing direct observation, in-depth interviews, and document analysis to explore the influence of cultural practices on tolerance education. Field research engaged diverse informants from Senggarang, including elementary school teachers from early elementary education, local community members, and officials familiar with the area's historical and social dynamics, to ensure a comprehensive understanding of the community's tolerance-related practices. Findings – The findings reveal that the tolerant cultural practices in Senggarang, deeply rooted in historical and social contexts, significantly influence tolerance education among students. Children aged 6–7 years in early primary education adopt tolerance as part of the behaviors they learn through communal activities such as interfaith holiday celebrations and support for religious events. Cultural values that promote interfaith respect, evident in traditional interactions and mutual cooperation (gotong royong), are internalized by children through family and community engagement. These practices align with Pierre Bourdieu's concepts of habitus and cultural capital, demonstrating how inherited cultural norms and daily practices shape children's dispositions toward tolerance. Educators and the school environment further reinforce these practices by embedding tolerance education through routines and collaborative activities among diverse students. Research implications/limitations – This study provides valuable insights into how community culture influences school-based tolerance education. However, its findings may be less applicable to areas with different social and historical contexts. Future research could further examine the role of cultural capital and habitus in multicultural education contexts across various regions in Indonesia. Practical implications – The study highlights the importance of incorporating local cultural values into education to foster early tolerance, offering a model for using cultural practices as teaching tools in diverse communities. Originality/value – This study highlights how community culture and Bourdieu’s concepts of habitus and cultural capital enrich our understanding of tolerance education in first-grade primary school students (ages 6–7), encouraging further exploration of local cultural values to shape inclusive educational practices in multicultural societies. Paper type Research paper

Critical Reflections on the Role of Islamic Early Childhood Educators in Building Tolerance Awareness in Educational Setting 'Aziz, Hafidh; Aditya Hidayah, Muhamad
Al-Athfal: Jurnal Pendidikan Anak Vol. 10 No. 2 (2024)
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.2024.102-05

Purpose – This study explores the role of Islamic early childhood educators in fostering tolerance awareness in educational settings while maintaining a strong Islamic identity. It addresses the tension between promoting religious exclusivity and fostering an appreciation for diversity in a pluralistic society, with the aim to contribute to both educational practice and theory on religious tolerance in early education. Design/methods/approach – The study employs a qualitative descriptive exploratory design using content analysis. Data were collected through semi-structured interviews with five teachers and observations of classroom interactions. The diversity management framework was used to analyze the approaches taken by teachers in integrating tolerance education within Islamic curricula. Findings – The research highlights various strategies Islamic educators use to promote tolerance, including storytelling, empathy training, and participatory rule-making. The findings reveal a balance between religious identity and tolerance education, with a sequential approach that prioritizes Islamic principles first, followed by the introduction of tolerance concepts. Despite challenges, such as external influences and technological distractions, the research demonstrates that these strategies positively impact children’s empathy and social behaviors. Research implications/limitations – The study is limited by the sample size and geographic scope, focusing on specific Islamic early childhood institutions. Future research could expand the sample and explore cross-cultural comparisons in different Islamic educational contexts to generalize findings. Practical implications – The findings provide valuable insights for educators, policymakers, and curriculum developers in balancing religious teachings and tolerance education. The study suggests that gradual and integrated approaches to teaching tolerance can foster social harmony and empathy in young children without compromising religious values. Originality/value – This research contributes to the body of knowledge on Islamic education by offering a nuanced understanding of how tolerance can be embedded in early childhood education while maintaining religious integrity. It introduces the concept of sequential tolerance education, which integrates religious principles with empathy and respect for diversity in Islamic settings. Paper type Research paper

Nurturing the Child's Nature: Revisiting Child Moral Education in the Thought of Ibn Jazar on the book Siyasatu shibyan wa tadbiruhum Al-Fatih, Muhammad Hanif
Al-Athfal: Jurnal Pendidikan Anak Vol. 10 No. 2 (2024)
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.2024.102-02

Purpose – This study revisits child moral education through the lens of Ibn Jazar’s book Siyasatu shibyan wa tadbiruhum, exploring its relevance to contemporary Islamic education. The study aims to bridge the classical nature versus nurture debate in moral education, focusing on how Ibn Jazar integrates physical health with moral development. His holistic approach emphasizes that a child’s physical well-being is crucial for the effective internalization of moral values, arguing that healthy children are better prepared for moral instruction. Design/methods/approach – The research methodology employed is qualitative content analysis, with an emphasis on latent analysis to uncover hidden meanings in the text. The analysis reveals that Ibn Jazar’s work provides a comprehensive framework for addressing both physical and moral development, which is essential for shaping children’s character from an early age. Findings – The findings suggest that his emphasis on health as a foundation for morality is not only relevant for historical discourse but also offers practical solutions to current challenges in Islamic education, particularly in navigating the effects of globalization on moral development. Research implications/limitations – The study acknowledges the limitation of possible interpretative bias and recommends further research to explore how Ibn Jazar's ideas could be adapted into modern curricula. Practical implications – Practically, Ibn Jazar's approach offers guidance in the development of Islamic education curricula that focus on a balance between moral and physical instruction, while emphasizing the importance of a supportive environment for children's development. Originality/value – This research contributes to the field by highlighting a largely overlooked figure in Islamic moral education and suggesting how his interdisciplinary approach can inform the development of contemporary educational systems. Paper type Research paper

This is How We are at Home: Typology and Shifting Parenting Authority in Early Childhood Sapendi, Sapendi; Suratman, Bayu
Al-Athfal: Jurnal Pendidikan Anak Vol. 10 No. 2 (2024)
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.2024.102-04

Purpose – Parenting Islamism not only makes religion a teaching material in children’s education, but more than that, religion is used as an ideology that displays Islamic symbols in parenting actions in the public sphere. The emergence of Islamism parenting practices is a response to traditional parenting practices and modern parenting practices. This study aims to explore the practice of parenting in millennial families based on the ideology of Islamism in Pontianak City. Design/methods/approach – This research method uses the Mixed Methods Research approach, which is a combination of qualitative and quantitative methods. The qualitative method in this study provides an understanding of the shifting in parenting authority carried out by millennial parents with the ideology of Islamism. Meanwhile, the quantitative is carried out to measure the variables of parenting typology objectively. Data analysis in this study was carried out; first, the data was reduced; second, data categorization; third, data preparation; fourth, data verification; fifth, the configuration of the relationship between the inference of the problem formulation; sixth, the data is analyzed with theory. Findings – The findings of this study show that millennial parents of Islamism groups use mixed parenting, which is a combination of several parenting models according to the condition of the child, be it authoritarian, authoritative, and permissive. The findings of this study also show that there is a shift in parenting authority in Islamism millennial families, which is influenced by new media so that parents idolize popular ustadz from Islamism groups. Research implications/limitations – The shift in authority in parenting has implications for parental figures or references in parenting due to the presence of new authorities on social media, namely public figures or micro-celebrities. This research is not final, and there are still many limitations in relevant cases, informants, and theories, so further research is needed to accommodate other new findings in parenting studies in millennial families of Islamism groups with a larger number of informants in Indonesia. Practical implications – This study shows that parenting practices carried out by parents are inseparable from religious ideology, which has an impact on parenting in early childhood. This study emphasizes that parenting practices in Muslim parents are not uniform, even in religiously homogeneous families. Originality/value – This study provides a new perspective in parenting studies because it examines from the perspective of parents’ religious ideology. Paper type Research paper

Transformative Leadership in the Sustainable Development of Early Childhood Education Teachers in South Africa: A Systematic Literature Review Chikuvadze, Pinias; Makuvire, Claretah; Mutseekwa, Christopher; Zuva, Joseph
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.111-01

Purpose – This paper sought to provide an overview and arguments of prevailing South Africa’s higher education initiatives, focusing on transformative leadership’s influence on sustainable Early Childhood Development (ECD) teacher development emphasizing partnership, empowerment, and shared vision.Design/methods/approach – This paper is grounded in a systematic review approach based on the selected keywords. 180 articles written in English and published between 2007 and 2024 in DHTE, Scopus, WoS, DOAJ, and Scielo SA databases were targeted as potential sources for this study. Systematic review guidelines were used to reduce them, focusing on topics, abstracts, and issues. The selected 80 articles were analysed independently for reliability and transferability. In addition, content analysis was used to construe the influence of transformational leadership on sustainable ECD teacher development within South Africa. Findings – The findings reveal that the rationale for adopting transformative leadership in sustainable ECD teacher development in higher education is grounded in the culture of continuous learning and professional growth. This encourages reflection and self-assessment among teachers, helping them to evaluate their practices and adapt to meet students' needs better, which is crucial for sustainable development. In addition, this leadership style addresses social justice issues by advancing inclusive and equitable educational practices. It was acknowledged that this supports ECD teachers in developing their knowledge, skills and values. This enhances teachers’ teaching practices thereby contributing to sustainable ECD educational outcomes. Research implications/limitations – The review acknowledges the limitation of possible interpretive bias and recommends the need to explore further how transformative leadership can be adopted into the contemporary ECD curriculum. Practical implications – This provides insights for policymakers, curriculum developers, and teachers with an emphasis on how transformative leadership can influence the quality of the ECD teacher development programme in South Africa. Originality/value – This review contributes to the field by highlighting a largely overlooked transformative leadership style and suggesting how its influence can inform the creation of sustainable ECD teacher development.Paper type Literature review

Psychosocial Effect of Grade Retention of Learners in The Foundation Phase: A South African Case Study Venketsamy, Roy
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.2025.111-05

Purpose – This study to explore teachers' perceptions on the impact of grade retention on the psychosocial wellbeing of Grade 1 learners in South Africa.Design/methods/approach – This study adopted a qualitative case study design within an interpretivist paradigm. It was grounded in Bronfenbrenner's Ecological Model as a theoretical framework. Data was collected through unobtrusive observation of four learners and a focus group interviews with the two teacher participants. An observation schedule was used by each teacher to record her observation and the semi-structured interview schedule was used during the focus group interview. The data was analysed using Creswell's 6 steps of data analysis using thematic approach. Through inductive process theme were identified and reported against. Ethical principles were adhered to as guided by the University of Pretoria's ethical guidelines for research. Approval for this study was obtained from the university.Findings – The findings revealed that grade retention affected young learners behaviours, emotions, social relationships and academic performance. Furthermore, retained learners exhibited signs of academic frustration, poor self-esteem, emotional outbursts and social challenges. Participants (teachers) shared ambivalent views regarding the department's retention policy. Teachers expressed mixed feelings about policy retention while other critiqued its emotional and social toll on learners.Research implications/limitations – The sample size was small with only two teachers and four learners, thus limiting the generalisability and transferability of the findings. A larger sample size with different grades may yield different result. Furthermore, geographically, the study was limited to only one province namely KwaZulu-Natal. Additionally, the study relied on teacher perspectives which may not fully represent the learner experiences or parental views.Practical implications – Some of the practical implications are policy revision — it is recommended that South African policymakers reconsider the retention policy by integrating psychosocial well-being criteria. Additionally, professional development is recommended so that teachers are equipped to recognize and manage the emotional impact of retention. An alternative intervention is to introduce support mechanisms such as remedial programs or peer support systems, rather than relying on retention. Finally, there should be a shift from an academic performance-centred curriculum to one that includes life skills and emotional intelligence development.Originality/value – This study offers a fresh perspective by highlighting the often-overlooked emotional consequences of grade retention. It adds value to the discourse by advocating for a more holistic approach to education that prioritizes psychosocial support alongside academic achievement. The study also contributes by proposing practical, systemic changes that can inform both policy and classroom practice in the South African context.Paper type Research paper

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