cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
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 236 Documents
 20   21   22   23   24 
Reframing Eco-Literacy in Early Childhood Education: Policy–Practice Tensions and Pedagogical Recontextualization in Indonesia and Malaysia Dewi, Anastasia Fransiska; Mustaji, Mustaji; Ningrum, Mallevi Agustin
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (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.2025.112-13

Abstract

Purpose – This study examines how eco-literacy is conceptualised, institutionalised, and enacted in Early Childhood Education (ECE) in Indonesia and Malaysia, with particular attention to tensions between sustainability policy and classroom pedagogy.Design/methods/approach – A qualitative comparative design combined constructivist grounded theory with critical policy document analysis. data were generated through semi-structured interviews, classroom observations, and institutional document review in two purposively selected eco-oriented kindergartens: TK Agripina in Surabaya and Tadika EcoSmart in Johor Bahru. Analysis proceeded through iterative coding, constant comparison, and cross-case synthesis.Findings – Eco-literacy was enacted through three interrelated processes. First, routine environmental activities became pedagogically consequential only when teachers mediated them through dialogue, inquiry, and emotionally grounded reflection. Second, policy commitments to sustainability were only partially realised in practice because teacher capacity, pedagogical guidance, and curriculum integration remained uneven. Third, children’s ecological awareness developed through culturally mediated participation in which collective values, community engagement, and selective digital mediation shaped how environmental responsibility was understood.Research implications/limitations – This study theorises eco-literacy in ECE as a socio-reflective, culturally mediated, and policy-contingent process in Global South contexts. It proposes an interpretive Eco-Pedagogical Framework linking policy, teacher enactment, and socio-cultural mediation. However, its two-case qualitative design limits transferability; future research should adopt multi-site and longitudinal approaches.Practical implications – Effective eco-literacy implementation requires systemic alignment through strengthened teacher ecological competence, explicit pedagogical scaffolding, and institutional support for reflective practice, alongside culturally grounded and community-based learning integration.Originality/value – The study reconceptualises eco-literacy as a culturally situated process of pedagogical recontextualisation in Muslim-majority Southeast Asian ECE, offering a nuanced Global South perspective beyond technocratic models of sustainability education.Paper type Research paper  
Internalization of Islamic Values in the Toilet Training Learning Process at RA SBB Cahaya Ilahi, Serang City: A Case Study Safitri, Fifit; Effendi, Moh Mahfud; Ekowati, Dyah Worowirastri
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (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.2025.112-12

Abstract

Purpose – Toilet training in early childhood education is commonly treated as a matter of independence, bodily control, and hygiene. In Islamic early childhood settings, however, it may also function as a routine through which aqidah, sharia, akhlaq, and thaharah are introduced and practiced. What remains less clear is how this ordinary bodily routine becomes a medium of value internalization in everyday school life. This article examines how Islamic values were internalized through toilet training activities at RA SBB Cahaya Ilahi, Serang City, and how that process became visible in children’s behavior.Design/methods/approach – A qualitative descriptive case study was conducted with Group B students, the principal, classroom teachers, and assistant teachers. Data were collected through participatory observation, semi-structured interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. Credibility was strengthened through source and technique triangulation.Findings – Islamic values were internalized through a four-stage process of introduction, habituation, reinforcement, and evaluation embedded in the school’s daily toileting routine. Toilet training therefore operated not only as a hygiene practice but also as an embodied pedagogical routine in which prayer, etiquette, modesty, responsibility, and cleanliness were repeatedly taught and monitored. The outcomes of this process were visible in children’s behavior across aqidah, sharia, akhlaq, and thaharah domains. At the same time, internalization was uneven. Brief and highly repeated actions such as prayer recitation and entry and exit etiquette appeared more stable than actions requiring fuller bodily coordination and more complete procedural follow-through.Research implications/limitations – The findings suggest that value internalization in early childhood is structured, mediated, and uneven rather than automatic. At the same time, the study is limited to one Islamic early childhood institution and does not fully capture the continuity between school-based habituation and family practice.Practical implications – Islamic early childhood institutions can use daily care routines such as toilet training as structured sites of character education by linking bodily procedures with value language, consistent teacher guidance, reinforcement, and family continuity.Originality/value – The article brings toilet training research into conversation with Islamic value education and shows that toilet training can be understood not merely as a developmental routine, but as an embodied pedagogical mechanism through which religious values are translated into children’s daily conduct.Paper type Case study
Parental Empathy as a Dual-Process Regulatory Mechanism in Early Caregiving: A Systematic Review Srikandi, Putri Gevi; Kurniawati, Farida; Suharso, Puji Lestari
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (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.2025.112-14

Abstract

Purpose – Parental empathy is widely treated as a protective resource in early caregiving, yet the literature remains theoretically fragmented and methodologically heterogeneous, limiting a clear explanation of how empathy shapes caregiving quality and child development. This review addresses that gap by examining parental empathy as a dual-process regulatory mechanism rather than a uniformly beneficial parental trait.Design/methods/approach – A systematic literature review following PRISMA 2020 was conducted across ProQuest, Taylor & Francis Online, ScienceDirect, and APA PsycNet. Twenty-six peer-reviewed empirical studies published between 2015 and 2025 were synthesized thematically to identify recurrent patterns in how parental empathy operates across caregiving contexts.Findings – The review indicates that parental empathy operates through two distinct pathways. other-oriented empathic concern supports attuned, responsive, and developmentally supportive caregiving, whereas empathic distress weakens parental regulatory capacity and is associated with reactive parenting, heightened stress, and less adaptive child outcomes. Across the evidence base, the developmental significance of empathy depended less on empathic feeling alone than on parents’ ability to remain emotionally engaged without becoming dysregulated.Research implications/limitations – The review integrates psychological, developmental, intervention, and neurobiological evidence, but most included studies were conducted in Western contexts and relied heavily on self-report measures. The synthesis was also conducted by a single reviewer, which may limit interpretive breadth.Practical implications – Parenting interventions should move beyond promoting empathy in general and instead strengthen emotional regulation under caregiving stress. Programs are likely to be more effective when they explicitly distinguish empathic concern from empathic distress and treat that distinction as a practical target of intervention design.Originality/value – This review reconceptualizes parental empathy as a dual-process regulatory mechanism in early caregiving. By distinguishing regulated concern from dysregulated distress, it extends existing empathy theory into the parenting domain and provides a more precise conceptual basis for research and intervention, particularly in underexamined non-Western and developing -country contexts where caregiving strain may intensify empathic distress.Paper type Systematic literature review
An Outcome-Based Digital Learning Module for Early Childhood Teacher Education: Development and Validation Using the 4D Model Ashari, Novita; Natsir, Tri Ayu Lestari; AT, St. Hajar Dilla; Nurzhafirah, Nurzhafirah
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (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.2025.112-11

Abstract

Purpose – This study develops and validates an Outcome-Based Education (OBE)-aligned digital learning module to enhance flexibility, interactivity, and curricular relevance in early childhood teacher education, addressing gaps in existing modules related to incomplete instructional design, weak outcome alignment, and limited responsiveness to digital learning demands.Design/methods/approach – The study employed a Research and Development (R&D) design using the 4D model: Define, Design, Develop, and Disseminate. Data were collected through expert validation sheets, questionnaires, and documentation. The module was reviewed by experts in education and educational technology and piloted with 41 students and two lecturers to assess validity, usability, and instructional feasibility. Quantitative data were analyzed using descriptive statistics and paired-sample t-tests.Findings – The findings provide context-sensitive evidence that the developed module functions as a valid, practical, and pedagogically coherent instructional resource in early childhood teacher education. Rather than suggesting that digitalization alone explains the observed gains, the results indicate that the module’s value lies in the integration of clearly specified learning outcomes, multimedia-supported delivery, and more structured student access to learning materials. The module was associated with meaningful short-term improvement in students’ cognitive performance and positive engagement during implementation, while expert review confirmed its alignment with curriculum outcomes and its suitability for the instructional context. At the same time, these findings should be interpreted with caution, as the study design does not permit strong causal claims or long-term conclusions about sustained learning impact.Research implications/limitations – This study was conducted within a single early childhood teacher education program and focused on short-term instructional outcomes; thus, findings indicate contextual promise rather than broad generalizability. Future research should examine diverse institutional and cultural settings and explore long-term impacts on pedagogical competence, learner autonomy, and teaching practice.Practical implications – The module provides a practical reference for aligning outcome-based education (OBE) with digital pedagogy in early childhood teacher education. It can support lecturers and institutions in redesigning learning materials to be more outcome-oriented, student-centered, and accessible amid curriculum reform.Originality/value – This study offers a contextually grounded framework integrating OBE, multimedia pedagogy, and student access in digital learning design. Its contribution lies in operationalizing constructive alignment in a meaningful way, providing a replicable model for reform-oriented and Global South contexts.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
Beyond School Contact: Two-Way Teacher–Parent Communication and Parental Involvement in Islamic Early Childhood Education Nuraini, Febritesna; Saryono, Djoko; Latif, Abdul; Zain, Azizah Binti; Ishaq, M.; Sudarsono, Bambang; Supriyanto, Agus
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 2 (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.2025.112-15

Abstract

Purpose – This study examines whether two-way teacher–parent communication is associated with parental involvement in Islamic early childhood education institutions. It addresses the limited empirical attention given to two-way communication as a distinct relational construct within faith-based early childhood education.Design/methods/approach – The study employed a quantitative correlational design. Data were collected from 175 valid parent responses drawn from Islamic early childhood education institutions in Yogyakarta City, most of which were part of the ’Aisyiyah Bustanul Athfal kindergarten network. The data were analyzed using descriptive statistics and simple linear regression.Findings – The results show a statistically significant positive association between two-way teacher–parent communication and parental involvement. higher levels of reciprocal and responsive communication were associated with higher reported parental involvement. The coefficient of determination (R² = 0.294) indicates that two-way teacher–parent communication explained a moderate proportion of the variance in parental involvement, while a substantial proportion remained attributable to factors outside the model.Research implications/limitations – The study contributes to the literature by treating two-way communication as a specific interactional construct rather than a general background dimension of school–family relations. However, the cross -sectional correlational design, reliance on self-reported data, and focus on a single urban context limit causal inference and broader generalizability.Practical implications – The findings highlight the need for early childhood institutions, particularly in culturally embedded and resource-constrained contexts, to shift from one-way information delivery to dialogic, responsive communication. In Islamic early childhood settings, culturally aligned and relational communication practices can strengthen sustained parental engagement through interactive and trust-based partnerships.Originality/value – This study contributes to Global South scholarship by providing empirical evidence from Islamic early childhood education in Indonesia, a context underrepresented in the literature. It advances the field by conceptualizing two-way communication as a distinct dialogic and relational construct, offering a context-sensitive perspective that challenges dominant Western-centric models of family–school partnerships.Paper type Research paper

Page 24 of 24 | Total Record : 236

 20   21   22   23   24 

Filter by Year

2015 2026


Reset
Filter By Issues
All Issue Vol. 12 No. 1 (2026): Issue in Press Vol. 11 No. 2 (2025) Vol. 11 No. 1 (2025) Vol. 10 No. 2 (2024) Vol. 10 No. 1 (2024) Vol. 9 No. 2 (2023) Vol. 9 No. 1 (2023) Vol. 8 No. 2 (2022) Vol. 8 No. 1 (2022) Vol. 7 No. 2 (2021) Vol. 7 No. 1 (2021) Vol. 6 No. 2 (2020) Vol. 6 No. 1 (2020) Vol. 5 No. 2 (2019) Vol. 5 No. 1 (2019) Vol. 4 No. 2 (2018) Vol 4 No 2 (2018) Vol. 4 No. 1 (2018) Vol 4 No 1 (2018) Vol. 3 No. 2 (2017) Vol 3 No 2 (2017) Vol 3 No 1 (2017) Vol. 3 No. 1 (2017) Vol 2 No 2 (2016) Vol. 2 No. 2 (2016) Vol 2 No 1 (2016) Vol. 2 No. 1 (2016) Vol 1 No 2 (2015) Vol. 1 No. 2 (2015) More Issue