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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 208 Documents
 17   18   19   20   21 
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
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
Negotiating Masculinity in Early Childhood Education: Relational Authority and Workforce Diversification among Male Teachers in Indonesia Selvi, Issaura Dwi; Suyadi; Ro'fah; Purnama, Sigit
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.2025.112-05

Abstract

Purpose – This study examines how male teachers in Early Childhood Education (ECE) renegotiate masculine identity within a historically feminized profession in Indonesia. It demonstrates how authority is reorganized through relational pedagogy and emotional regulation, situating masculinity negotiation within debates on workforce diversification, teacher quality, and inclusive education under SDG 4.Design/methods/approach – This study employed an Interpretative Phenomenological Analysis (IPA) design to explore the lived experiences of six male Early Childhood Education teachers from three regions. Primary data were generated through in depth semi structured interviews, which formed the basis for idiographic thematic analysis and cross case interpretation. A national Focus Group Discussion involving 162 male teachers was observed as contextual support without contributing to theme development. Analysis was conducted through case by case interpretation informed by hegemonic masculinity theory, supported by audit trails and reflexive documentation to ensure trustworthiness.Findings – The findings reveal a layered reconfiguration of masculinity across micro, meso, and macro contexts. At the classroom level, authority is stabilized through emotional self-regulation and co-regulative interaction rather than dominance. At the symbolic level, leadership and paternal imagery are recalibrated through dialogical engagement and professional competence, including STEM-based pedagogical practice. At the collective level, professional networks function as stabilizing infrastructures that reframe individual doubt as structural negotiation. Within Muslim-majority society, moral vocabulary operates as a contextual resource that reinforces professional legitimacy without displacing the central focus on educational quality.Research implications/limitations – The study contributes to international scholarship by demonstrating how masculinity in ECE can be institutionally stabilized through relational practice and communal embedding in Global South contexts. Limitations include the qualitative and context-bound design, absence of cross-national comparison, and reliance on teachers who remain in the profession, suggesting directions for longitudinal and comparative research.Practical implications – The findings inform teacher education and policy discussions on workforce diversification, highlighting how gender-sensitive pedagogy, emotional literacy, and professional community support can enhance retention and legitimacy of male teachers in ECE systems.Originality/value – By identifying the micro-level mechanisms through which masculine authority is reconstructed in everyday ECE practice, this study advances understanding of gender negotiation within Muslim-majority societies.Paper type Phenomenological Qualitative Study

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