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Atfaluna: Journal of Islamic Early Childhood Education
Published by Institut Agama Islam Negeri Zawiyah Cot Kala Langsa
ISSN : 26558572     EISSN : 26558009     DOI : -
Core Subject : Education,
Education
Focus and Scope of Atfaluna: Journal of Islamic Early Childhood Education is research, study and analysis related to early childhood include; development of moral and religious values, physical motor development, emotional social development, cognitive development, language development, artistic and creative development, parenting, parenting, management institution of early childhood education, early child development assessment, child development psychology, child empowerment, ,learning strategy, Educational tool play, instructional media, innovation in early childhood education and various fields related to Early Childhood Education.
Arjuna Subject : -
Articles 159 Documents
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Dramatic Play in Early Childhood Education: An Interdisciplinary Reconstructionist Perspective on Cultivating Social Awareness Agustina, Winarti; Hartati, Sofia; Maelani, R. Sri Martini
Atfaluna Journal of Islamic Early Childhood Education Vol. 8 No. 1 (2025): January-June 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i1.10548

Abstract

This study investigates the role of dramatic play in early childhood education (ECE) through a Reconstructionist lens and an interdisciplinary approach. A total of 65 articles were retrieved from indexed academic databases—Google Scholar, JSTOR, ScienceDirect, and ProQuest—using keywords such as “dramatic play,” “early childhood education,” “reconstructionism,” and “interdisciplinary approach.” Of these, 30 articles were selected based on inclusion criteria including topical relevance and academic rigor, covering publications from 2013 to 2024. The research employs a Systematic Literature Review (SLR) guided by the PRISMA framework to identify, screen, and synthesize the findings. The results reveal that dramatic play contributes significantly to the development of empathy, social competence, and children's awareness of societal roles. Role-playing allows children to embody various social and professional identities, such as doctors or community leaders, while internalizing values like cooperation, justice, and responsibility. From a Reconstructionist perspective, education is seen as a means of social transformation, positioning dramatic play as a powerful tool for character development in early childhood. The interdisciplinary approach further enhances learning by integrating insights from psychology, sociology, and pedagogy. This study recommends embedding socially meaningful dramatic play into the ECE curriculum and underscores the crucial role of teachers in facilitating value-oriented role-play experiences
Nurturing Identity and Values: Meunasah’s Role in Acehnese Early Childhood Development Meutia, Cut Intan; Panjaitan, Chery Julida; Wiandari, Fadhillah
Atfaluna Journal of Islamic Early Childhood Education Vol. 8 No. 1 (2025): January-June 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i1.10891

Abstract

This study explores the role of Meunasah as a non-formal learning space for early childhood education in Aceh, focusing on its benefits and challenges. Meunasah, a community institution with a strong emphasis on religious education, provides young children with opportunities to engage in spiritual development, social interaction, and cultural learning. This research employs a qualitative case study approach, combining semi-structured interviews, participant observation, and document analysis to gather data from Meunasah teachers, community leaders, parents, and local education authorities. The findings reveal that Meunasah plays a vital role in fostering children's spiritual development, moral values, and social skills through communal activities and early religious instruction. These experiences contribute to children's emotional regulation, sense of identity, and social responsibility. However, the study also identifies several challenges that limit Meunasah’s effectiveness as a holistic learning environment. These include inadequate learning resources, lack of formal teacher training in early childhood pedagogy, and inconsistent parental involvement. Despite these limitations, the research highlights the potential of Meunasah to complement formal education systems by promoting a more integrated and community-based approach to early childhood development. Strengthening the role of Meunasah through curriculum development, teacher training, and collaboration with families and schools is essential to maximize its impact. Ultimately, Meunasah holds promise as a key pillar in Aceh’s early education landscape, provided that systemic support is in place.
Unlocking Imagination through Living Books: A Case Study on Deep Literacy Engagement in Early Childhood within a Charlotte Mason Community in Indonesia Mustapa, Noviana; Syarah, Erie Siti; Risnawati, Erna; Pramitasari, Muktia; Kassim, Siti Kholijah
Atfaluna Journal of Islamic Early Childhood Education Vol. 8 No. 1 (2025): January-June 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i1.11136

Abstract

This study examines the perceptions of parents adhering to the Charlotte Mason educational philosophy regarding the use of living books in fostering literacy engagement among children. A total of 119 parents participated in this study, selected through purposive sampling based on specific inclusion criteria: their active practice of the Charlotte Mason method and experience in reading living books aloud to their children. The participants predominantly comprised mothers (79.8%), aged between 21 and 50 years, and were predominantly residing in urban areas throughout Indonesia. Employing a quantitative descriptive research design, data were collected through a self-constructed questionnaire consisting of 38 items categorized into four dimensions: perceptions of the benefits of reading living books aloud, reasons for encouraging children to retell stories, rationale for selecting living books, and methods of reading living books. The questionnaire was distributed via Google Forms, and the collected data were analyzed using descriptive statistics with SPSS version 26. The results indicated that respondents possessed highly positive perceptions regarding the cognitive, emotional, and social benefits of reading living books aloud to children. Additionally, parents perceived the practice of asking children to retell stories as beneficial for enhancing language skills, self-confidence, and narrative abilities. The study revealed that living books play a significant role in fostering deep literacy engagement and socio-emotional development in early childhood. The findings provide significant insights for educators, parents, and policymakers in designing effective literacy programs that integrate living books as an essential pedagogical tool and resources.
Integrating Local Wisdom and Scientific Inquiry in Early Childhood Education: A Contextualized Science Learning Approach Suharti, Suharti; Hapidin, Hapidin; Pujianti, Yuli; Suwandi, Edi; Fairuzillah, Muhammad Naufal
Atfaluna Journal of Islamic Early Childhood Education Vol. 8 No. 1 (2025): January-June 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i1.11349

Abstract

This study explores the integration of local wisdom and scientific inquiry in early childhood education (ECE) on Untung Jawa Island, Administrative City of Kepulauan Seribu, DKI Jakarta. Employing a mixed-method approach, the quantitative phase utilized a one-shot posttest experimental design involving 21 children aged 5-6 years old, consisting of 11 boys and 10 girls. The children participated in culturally contextualized science activities that incorporated local wisdom. In addition to quantitative data collection, qualitative data were gathered through observations and interviews with five ECE teachers to gain deeper insights into the implementation process. The results indicate that integrating local wisdom enhances children's engagement and understanding of scientific concepts. This study recommends further research to explore long-term impacts and broader applications of culturally responsive teaching methods in early childhood settings.
Pedagogy Over Technology: Animal-Themed Digital Games to Support Early Mathematics Learning Fathanah, Nurul; Syarfina, Syarfina; Nadhirah, Nadhirah; Kamis, Kamis; Mahriza, Rita; Maisari, Sri
Atfaluna Journal of Islamic Early Childhood Education Vol. 8 No. 2 (2025): July-December 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i2.7229

Abstract

This study aims to develop and evaluate "Smartimals," an animal-themed digital game designed to support early mathematics learning in resource-limited contexts. Employing a Research and Development (R&D) approach adapted from the 4-D model, the study was conducted with 15 children aged 5–6 years in a rural area of East Aceh, Indonesia. The development prioritized accessible technology to ensure practicality for teachers in infrastructure-constrained settings. Data were collected through expert validation questionnaires and direct observation of learning outcomes. The results indicate that the developed media is highly feasible and effective, achieving expert validation scores of 95.3% for media design, 80% for content, and 96% for language, alongside a field trial effectiveness rate of 89.9%. Beyond technical feasibility, the findings suggest that the integration of familiar animal themes functions as a cognitive anchor, effectively reducing extraneous cognitive load and bridging abstract mathematical concepts, such as arithmetic and pattern recognition, with concrete experiences. This study reinforces the premise of "pedagogy over technology," demonstrating that simple, contextually relevant ICT tools can significantly enhance early numeracy and student engagement, offering an inclusive solution for early childhood education in remote areas.
How Do Early Childhood Teachers Design Lesson Plans? A Professional Competency Analysis Pramitasari, Muktia; Risnawati, Erna; Mustapa, Noviana; Mahardika, Esti Kurniawati; Himphinit, Musakkid
Atfaluna Journal of Islamic Early Childhood Education Vol. 8 No. 2 (2025): July-December 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i2.11015

Abstract

This study aims to analyze early childhood education (ECE) teachers’ professional competencies in designing lesson plans. A quantitative descriptive approach was employed using a survey method. The participants consisted of 100 ECE teachers from DKI Jakarta and Banten Provinces, selected through purposive sampling. Data were collected using closed-ended questionnaires to measure teachers’ professional competence and open-ended questionnaires to examine the lesson plans prepared by the teachers. The data were analyzed using descriptive statistical techniques. The results indicate that 98% of the ECE teachers were female, with 49% holding a high school qualification and 43% holding a bachelor’s degree. Teachers aged over 50 years demonstrated higher levels of professional competence compared to younger teachers. In terms of educational background, teachers with diploma-level qualifications exhibited higher professional competence than those holding bachelor’s degrees. Teachers with 4–6 years of teaching experience achieved the highest professional competence scores. However, analysis of the lesson plans revealed that most teachers relied heavily on student worksheets, resulting in limited variation and low creativity in learning activities. This study concludes that although ECE teachers demonstrate relatively high levels of professional competence, these competencies are not fully reflected in the quality of their lesson plan design. The findings highlight the need for continuous professional development programs that emphasize creative and innovative lesson planning practices. This study reveals a mismatch between teachers’ measured professional competence and their practical ability to design varied lesson plans within the Indonesian ECE context. Future research is recommended to employ mixed-methods or longitudinal designs to explore the underlying factors influencing this mismatch and to examine the effectiveness of targeted professional development interventions in improving lesson plan quality.
Playful Learning at Home: Developing SISEMO Flashcards to Enrich Parent-Child Sensory-Motor Activities Kurniawati, Rani Dwi; Suryani, Lilis
Atfaluna Journal of Islamic Early Childhood Education Vol. 8 No. 2 (2025): July-December 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i2.11269

Abstract

This study aims to develop a flashcard-based, play-oriented learning medium to stimulate children's sensory-motor development through parental guidance at home. The study employed a Research and Development (R&D) methodology using the ADDIE development model, comprising analysis, design, development, limited implementation, and evaluation stages. The analysis stage involved interviews and observations to identify parents' needs in facilitating children's play activities at home. In contrast, the design and development stages focused on conceptualizing and producing the flashcard product. The research participants were parents of children aged 4–5 years (Class A) at PAUD Al-Hidayah, North Jakarta, who were directly involved in accompanying their children's play activities and sensory-motor stimulation at home. Product validation was conducted by content experts, media experts, and early childhood education practitioners using feasibility questionnaires, followed by three stages of product trials: individual, small-group, and large-group. The results indicate that the developed flashcard, named SISEMO, was classified as highly feasible, achieving validation scores of 95% from content experts, 98% from media experts, and 98% from practitioners, while the limited implementation stage yielded a positive response rate of 87.80%. The study focuses on the development of sensory-motor flashcards that include structured, practical play-based activity ideas for collaborative parent–child use at home, thereby bridging early childhood developmental stimulation between school and family environments. This study concludes that the SISEMO Flashcard is both practical and feasible as a supportive medium for parents' sensory-motor play activities. Future research is recommended to examine the effectiveness of this product using experimental designs with control groups and to extend its implementation across diverse social and cultural contexts to strengthen the generalizability of the findings.
Gadget Use and Social-Emotional Growth: Does It Connect or Detach Children from Their Peers? Hajar, Siti; Puspita, Yenda; Sa'ida, Amin Yusi Nur; Fauziddin, Moh
Atfaluna Journal of Islamic Early Childhood Education Vol. 8 No. 2 (2025): July-December 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i2.12228

Abstract

This study examines the relationship between gadget use and the social and emotional development of early childhood. Concerns over the increasing intensity of gadget use in early childhood and its potential negative impact on social interaction and emotional regulation prompted this quantitative correlational study involving 25 children aged 5-6 years at Pembina Kindergarten, Kampar, selected using a total sampling technique. Data were collected through a Likert-scale questionnaire completed by parents and teachers, accompanied by documentation. Data analysis, conducted using SPSS 25.0, included a nonparametric Spearman's Rank correlation test and the coefficient of determination. The results showed a significant negative correlation (r = -0.639, p = 0.001 < 0.05) between gadget use and social and emotional development, indicating a strong association. Furthermore, gadget use explained 41.8% (Adjusted R² = 0.418) of the variation in children's social and emotional development, with the remaining variation related to other factors such as parenting styles, environment, and external social interactions. These findings emphasize the need for wise gadget management to support optimal social and emotional growth. Longitudinal studies with larger, more diverse samples could help better understand the long-term impact of gadget use on early childhood and are recommended for further research. Qualitative research could also be conducted to explore the role of parenting styles and the family environment in moderating the relationship between gadget use and children's social and emotional development.
Assessing Divergent and Convergent Creativity in Early Childhood Drawings: A Multi-Task Deep Learning Approach Indarwati, Anik; Tupamahu, Frangky; Suharti, Suharti; Galih, Firsta Hannni Enggaring; Joshi, Satya Raj
Atfaluna Journal of Islamic Early Childhood Education Vol. 8 No. 2 (2025): July-December 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i2.12434

Abstract

This study aims to develop and evaluate a deep learning model for the comprehensive assessment of divergent and convergent creativity dimensions. The dataset comprised 102 digital drawings obtained from Indonesian children aged 4 to 6 years using the Test for Creative Thinking - Drawing Production (TCT-DP). This study employed a quantitative model development approach, where ground-truth labels were derived from the 14 TCT-DP scoring criteria aggregated into divergent and convergent scores through label engineering. Using a Multi-Task Convolutional Neural Network (MT-CNN) based on MobileNetV2 architecture, the study analyzed extracted visual features to predict expert-rated scores. The results revealed a strong positive correlation (r = +0.51) between divergent and convergent thinking scores, challenging the traditional view of these processes as antagonistic and supporting an integrated model of creative cognition. From a technical perspective, the model demonstrated satisfactory predictive capability as a proof-of-concept, achieving a lower error rate for convergent scores (RMSE = 1.52) compared to divergent scores (RMSE = 1.97). It indicates that while structured convergent features are more machine-learnable, the abstract nature of divergent thinking remains a complex challenge. In conclusion, this study validates the feasibility of automated creativity assessment while offering empirical evidence for the interplay between generative and evaluative thinking in early childhood.
STEAM-Based Augmented Reality Media: Enhancing Gender-Responsive Pedagogy in Indonesian Early Childhood Education Rini, Ratu Yustika; Risna, Inten; Auliana, Sigit
Atfaluna Journal of Islamic Early Childhood Education Vol. 8 No. 2 (2025): July-December 2025
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v8i2.12643

Abstract

This study aims to develop and evaluate STEAM-based Augmented Reality (AR) learning media to enhance teachers’ competence in implementing gender-responsive pedagogy in early childhood education. Employing the ADDIE research and development model, the study involved 31 early childhood teachers in Walantaka District. The feasibility of the developed media was assessed by content experts, media experts, and practitioners, while its effectiveness was evaluated through pre- and post-test measures. The findings indicate that the AR-based learning media demonstrated very high feasibility, with an average validation score of 88% (ranging from 86% to 90%). The effectiveness analysis yielded an N-Gain score of 0.67, indicating a substantial improvement in teachers’ competence in applying gender-responsive pedagogical practices. The developed media presents professional roles in a balanced and non-stereotypical manner and integrates STEAM principles to foster critical thinking, creativity, and problem-solving skills. The study concludes that STEAM-based AR learning media are effective in supporting the implementation of gender-responsive pedagogy in early childhood education. By embedding gender equality principles into immersive digital learning experiences, this research contributes to inclusive instructional design and provides educators with practical tools. Future studies are recommended to involve larger and more diverse samples, examine long-term impacts on classroom practices, and explore the integration of AR-based gender-responsive media across different educational contexts and learning domains.

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