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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 246 Documents
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Locally Anchored Disaster Mitigation Curriculum for Early Childhood Social Studies Learning: A Conceptual-Design Synthesis Mulianingsih, Ferani; Purnomo, Arif; Riyani, Mufti; Astuti, Andarweni; Edi Siswanto, M. Bambang; Fajar, Fajar; Mapa, Mohammad Tahir; Aizawa, Yosio
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.2026.121-06

Abstract

Purpose – Disaster mitigation education for young children is often reduced to drills, hazard information, and safety procedures. This conceptual article formulates LADMiC-ECE as a local wisdom-based disaster mitigation curriculum framework for Early Childhood Social Studies, positioning mitigation as social learning that develops place awareness, care, environmental responsibility, shared rules, and safe participation.Design/methods/approach – The article uses conceptual-design synthesis across five source clusters: Early Childhood Social Studies, disaster risk reduction education, local and Indigenous knowledge, play-based developmental learning, and authentic assessment with sustainability education. The sources were analysed to clarify theoretical hierarchy, identify novelty and resistance, and construct a developmental pathway.Findings – LADMiC-ECE is organised through five principles: place before hazard, culture before procedure, play before instruction, values before compliance, and observation before testing. Local wisdom is treated as cultural mediation of risk, not decoration or a substitute for scientific safety standards. The developmental pathway is recursive and context-sensitive, moderated by age, disability, trauma exposure, teacher capacity, family support, school resources, and hazard type.Research implications/limitations – The framework offers a conceptual basis for curriculum development, expert validation, teacher-community co-design, and child-centred assessment research. Its limitation is that it remains untested; it does not report classroom implementation, expert review, child observation, assessment reliability, or evidence of effectiveness across different hazards and communities.Practical implications – Teachers can adapt local stories, songs, maps, role play, guided walks, environmental routines, and observation records to connect safety with children’s familiar places and community life. Implementation must avoid frightening simulations, cultural romanticism, exclusionary practices, and transferring adult disaster responsibility to children.Originality/value – This article positions disaster mitigation within Early Childhood Social Studies rather than adult-oriented preparedness. Its novelty lies in integrating place, culture, play, and values into a developmentally appropriate curriculum that promotes socio-ecological awareness and mitigation behaviour.Paper type Conceptual paper
Lived Faith and Moral-Spiritual Development in Muslim Early Childhood: A PRISMA-Based Systematic Review and a Proposed Multi-Level Assessment Framework Fauziah, Yanuar Rizki; Murfi, Ali; Syafii, Ahmad; Prasetyo, Gatot
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.2026.121-12

Abstract

Purpose – This review maps evidence for assessing lived faith and moral-spiritual development among children aged 0-8 years, particularly in culturally grounded Muslim settings, and proposes a multi-level framework for future instrument development.Design/methods/approach – A systematic review was reported using PRISMA 2020 and followed by integrative conceptual synthesis. Scopus, Web of Science, PsycINFO, and ERIC were searched, supplemented by backward reference searching. Of 680 records, 51 studies published in 2020-2025 were included and classified by their primary evidential role; supplementary theoretical and methodological sources were excluded from the review denominator.Findings – Two studies provided direct instrument-development evidence: a parent-rated faith scale for preschool children and a spiritual-values scale for primary-school children. Other studies addressed indicator conceptualization and cultural transfer (n = 10), lived faith ecology and religious socialization (n = 11), moral-prosocial development and self-regulation (n = 8), and pedagogy, programs, and policy (n = 20). The evidence is stronger for defining construct boundaries, candidate domains, and adaptation procedures than for recommending a ready-to-use instrument. Prosociality and self-regulation are proximal outcomes, not direct evidence of lived faith unless linked to faith-related meaning and socialization.Research implications/limitations – The framework is a conceptual and methodological agenda, not a validated instrument. Generalization is limited by scarce direct measurement evidence, few explicitly Muslim early-childhood studies, heterogeneous constructs and populations, incomplete retained search records, and the absence of cross-group invariance and reportable inter-rater agreement.Practical implications – The framework supports construct co-design, cognitive interviewing, age-sensitive reports, structured observation, simple vignettes, and staged psychometric validation while separating child behavior, faith-related meaning, and religious socialization ecology.Originality/value – The article links Islamic and local construct grounding with developmental operationalization and iterative cultural-psychometric validation, providing a transparent design logic for culturally responsive assessment rather than a universal scale.Paper type Literature review
Toward Digital Pedagogical Buffering: Grade 1 Teachers’ Perceptions of Language-Learning Applications in South Africa Manditereza, Blandina
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.2026.121-11

Abstract

Purpose – This study describes Grade 1 teachers’ self-reported perceptions of digital applications in early language learning and examines whether the descriptive response pattern can inform Digital Pedagogical Buffering as a provisional interpretive concept.Design/methods/approach – A quantitative cross-sectional survey was completed by 43 Grade 1 language teachers from participating English-medium Quintile 4 and 5 public schools in the Free State, South Africa. The 12-item, five-point Likert questionnaire was reviewed by two specialists, piloted for clarity, and produced an overall Cronbach’s alpha of 0.82. This article reports means and standard deviations for six items directly aligned with its focus.Findings – Participants generally reported using digital applications in Grade 1 language instruction (M = 3.93, SD = 0.90). They also expressed positive perceptions of the contribution of digital applications to vocabulary development (M = 4.02, SD = 0.90), general language learning (M = 3.91, SD = 0.95), pronunciation (M = 3.89, SD = 0.89), and comprehension (M = 3.79, SD = 0.86). However, responses to the statement that digital tools may disturb natural language learning produced a lower mean and the greatest variability (M = 3.39, SD = 1.04), indicating less uniformity in teachers’ views of the pedagogical boundaries of digital technology. These differences are descriptive and were not tested inferentially.Research implications/limitations – The purposive and geographically bounded sample, reliance on self-reported perceptions, reporting of six selected questionnaire items, absence of response-distribution analysis, and lack of direct measures of technology acceptance, technological pedagogical content knowledge, classroom practices, or learner outcomes constrain the conclusions. The findings therefore illuminate perceived pedagogical value and tension rather than actual technology use, deliberate restriction, buffering behaviour, or instructional effectiveness.Practical implications – Teacher education and professional development should move beyond promoting increased technology use and instead strengthen teachers’ capacity to evaluate when, why, and how digital applications support language objectives, classroom interaction, oral communication, and multilingual meaning-making. This principle is relevant to education systems in the Global South and worldwide where digital expansion must be balanced with context-sensitive, relational, and language-responsive pedagogy.Originality/value – Digital Pedagogical Buffering is retained as a provisional interpretive lens, not a validated behavioural construct. It directs attention to the possibility that favourable technology perceptions may coexist with caution about the pedagogical reach of digital applications in socially mediated language learning.Paper type Research paper
Negotiating Child-Friendly Education in Islamic Early Childhood Settings: A Moral-Relational Pedagogy Abdulhamid Al-Khateeb, Mohammed; 'Aziz, Hafidh
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.2026.121-10

Abstract

Purpose – This study examines how teachers in Islamic early childhood education settings understand child-friendly education, how they translate it into everyday classroom practice, and how its enactment is negotiated under social and institutional constraints. It addresses a gap in existing scholarship, which has tended to privilege policy frameworks, institutional indicators, and moral discourse over the pedagogical work through which child-friendly education is interpreted and sustained in daily educational relations.Design/methods/approach – The study employed a descriptive exploratory qualitative design. Data were generated through semi-structured interviews and non-participant observations involving eight teachers across eight anonymised Islamic early childhood education settings in the Special Region of Yogyakarta, Indonesia. The data were analysed using qualitative content analysis, guided by an interpretive framework that brought into dialogue Islamic pedagogy, a rights-based perspective on child-friendly education, and an ecological understanding of contextual constraint.Findings – The findings show that child-friendly education in Islamic early childhood education settings is not best understood as a technical framework, a completed institutional condition, or a self-evident extension of religious morality. Rather, it takes shape as a negotiated moral-relational pedagogy in which protection, participation, emotional safety, dignity, and moral-religious habituation are continuously mediated through teacher judgment and everyday classroom interaction. These commitments become visible in value-based practices, including respectful communication, non-dominating guidance, participation, inclusion, and safe routines. However, their enactment remains uneven because it is shaped by parental expectations, uneven pedagogical understanding among educators, children’s differing characteristics, and institutional limitations.Research implications/limitations – The study reframes child-friendly Islamic early childhood education as a negotiated moral-relational pedagogy rather than formal compliance, while its small, teacher-centred, region-specific sample limits the findings to interpretive depth rather than statistical generalisation.Practical implications – Strengthening child-friendly Islamic early childhood education requires teacher professional development, parent-school engagement, and institutional support to navigate tensions among care, authority, participation, discipline, and moral formation consistently.Originality/value – This article contributes to wider Muslim societies and global debates by showing that children’s rights and Islamic moral-religious education are neither inherently harmonious nor contradictory, but must be pedagogically integrated and continually negotiated through everyday practices of dignity, participation, protection, and moral formation in faith-based early childhood education.Paper type Research paper
Islamic Education Management for Strengthening Early Childhood Character: A Multi-Site Qualitative Case Study in Indonesian Islamic Preschools Munawaroh, Hidayatu; Wicaksono, A.Bagus; Hidayati, Salis Wahyu; Fatonah, Kuni; Sriyanto, Agus; Maulidia, Siti Nirmaya; Akmaliah, Untsa
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.2026.121-13

Abstract

Purpose – This study examines how Islamic educational management embeds religious values in everyday character-building practices in Islamic preschools and identifies the organizational mechanisms that support or constrain their continuity. Design/methods/approach – A multi-site qualitative case study was conducted in three Islamic early childhood institutions in Wonosobo, Central Java, Indonesia. Data were collected from January to April 2026 through non-participant observations, semi-structured interviews with 21 participants (three principals, ten teachers, two administrative staff members, and six parents), and institutional document analysis. Data were analyzed through thematic coding, within-case analysis, cross-site comparison, and source triangulation.Findings – Management functions were present but integrated at different levels of operational maturity. Religious and character-building practices were implemented consistently, while planning remained broadly normative, staff coordination relied substantially on informal communication, and evaluation did not yet generate systematic feedback for program improvement. Character-building practices were most coherent when habituation, teacher role modeling, school culture, and home-school-community reinforcement supported one another.Research implications/limitations – The study is limited to three institutions in one regency and does not directly measure internal psychological change or long-term developmental outcomes. The findings therefore support analytical transfer rather than statistical generalization.Practical implications – Islamic preschool leaders should translate broad character goals into observable developmental indicators, institutionalize collaborative reflection, strengthen authentic assessment, and establish reciprocal family communication.Originality/value – The study proposes managerial value internalization as a contextually grounded explanation of how Islamic values are translated into organizational priorities, recurring practices, adult examples, shared expectations, and feedback processes that support their possible internalization by children.Paper type Research paper
Lived Religion as a Pedagogical Ecology for Early Childhood Character Formation in Muslim Families Qusyairi, A. Imam; Aisah, Siti; Halid, Ahmad
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.2026.121-09

Abstract

Purpose – This manuscript conceptualizes lived religion in Muslim families as a pedagogical ecology for early childhood character formation. It explains how practices, relationships, routines, objects, narratives, and community participation shape children’s moral and social-emotional development and inform early childhood education.Design/methods/approach – A selective critical review examines literature on lived religion, ecological and sociocultural theories, religious socialization, children’s spirituality, character education, and Islamic early childhood education. Sources were purposively selected for relevance to family practices, learning mechanisms, and character education. Analysis involved close reading, comparison, and conceptual synthesis. Rather than systematically mapping evidence, the review develops an argumentative framework for empirical testing.Findings – This conceptual synthesis proposes that early childhood religiosity and character can be understood through the everyday rhythms of family life. Prayer, greetings, manners related to eating and sleeping, prophetic stories, emotional exemplarity, religious material space, and community participation emerge as the most salient forms of practice. These practices operate through situated modelling, rhythmic habituation, experience-bound moral narratives, meaning-based emotion regulation, and social recognition within communities of value. These five mechanisms are heuristic; therefore, they need to be read alongside relationship quality, emotional security, child agency, and the cultural variation of Muslim families.Research implications/limitations – The framework does not represent all Muslim families across Global South contexts. As a selective critical review, it supports conceptual synthesis but cannot replace ethnographic observation, family interviews, or fieldwork. Further research should examine variation by social class, culture, parental education, rural–urban setting, and educational resources.Practical implications – Teachers can use family religious practices as entry points for character education connected to children’s lives. Religious values may be explored through play, stories, dialogue, art, activities, and narrative observation. Educators should avoid imposing standards of piety or judging families against norms. Collaboration among teachers, parents, and communities is essential for inclusive, culturally responsive, and developmentally appropriate learning.Originality/value – The ecology of everyday piety framework positions Muslim family religious practices as pedagogical resources for character formation. It connects lived religion with moral, social-emotional, and character development through routines, relationships, stories, objects, and community practices. The framework extends character education beyond formal schooling and offers a context-sensitive approach for diverse Global South societies.Paper type Conceptual paper

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