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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 168 Documents
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Behavioral Adaptation in Children with Down Syndrome: Exploring Perceptual Discrepancies During Early Special Education Transitions Istiarsyah Istiarsyah; Sauva Yarda; Yoong Soo May; Riki Taufiki; Fahmy Ulfah Mawaddah
Atfaluna: Journal of Islamic Early Childhood Education Vol. 9 No. 1 (2026): January-June 2026
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v9i1.13045

Abstract

Purpose – This study examines why behavioral adaptation in children with Down Syndrome during the early transition to special education is difficult to evaluate, addressing the problem that school-readiness judgments often rely on a single informant. It argues that adaptation is context-dependent and that aligning home and school perspectives is essential for accurate assessment and timely intervention.Design/methods/approach – A qualitative collective (multiple-case) study was conducted with a purposive sample of two parent-child dyads and their two classroom teachers at a state special education institution, representing two transition phases: an active early transition and a longer, retrospective one. Data were gathered through semi-structured in-depth interviews, intensive classroom observations, and school documentation, and analyzed using the Miles and Huberman interactive model (data reduction, data display, and conclusion drawing).Findings – Behavioral adaptation was highly context-dependent. Parents perceived marked growth in functional independence and social engagement at home, whereas teachers observed persistent emotional dysregulation, high dependency, and limited cognitive engagement within the structured classroom. This produced a pronounced divergence between parental and teacher perceptions, driven by differing environmental demands and relational familiarity, indicating that readiness cannot be captured through unilateral assessment. Research implications/limitations – As a small-scale qualitative inquiry involving two dyads at a single site, with one case examined retrospectively, the findings offer transferable conceptual parameters rather than statistical generalizability across broader demographic sectors.Practical implications – The results provide foundational benchmarks for early childhood educators to design targeted early intervention programs and adaptive behavior stimulation that align with special-school expectations, thereby mitigating transitional friction and supporting multi-informant, cross-contextual readiness evaluation. Originality/value – The study contributes a cross-contextual, multi-informant lens on school readiness for children with Down Syndrome, foregrounding parent–teacher perceptual discrepancy as a critical assessment factor. Future research should employ larger, multi-site, and longitudinal designs.
Interactive Monopoly Game: A Learning Innovation for Early Childhood Language and Social-Emotional Development Veryawan Veryawan; Ade Tursina; Nailan Mukhriza
Atfaluna: Journal of Islamic Early Childhood Education Vol. 9 No. 1 (2026): January-June 2026
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v9i1.14136

Abstract

Purpose – This study aimed to develop and evaluate an interactive language and social-emotional monopoly game designed to support early childhood development. It addresses the need for innovative learning tools in early childhood education (ECE) by integrating cognitive-linguistic stimulation and affective growth into a single interactive medium. Design/methodology/approach – The research employed a Research and Development (R&D) approach using the five-stage ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The study was conducted across three ECE institutions in Langsa City, Indonesia, involving children aged 5–6 years from Group B selected through purposive sampling. Data were gathered via interviews, observations, questionnaires, and validation instruments. Findings – The developed medium successfully met all evaluation criteria. Validation by media, material, and language experts indicated that the criteria were very good, with an overall feasibility score of 94.6%. Sequential field trials (initial, main, and operational) showed consistently high feasibility, reaching up to 97%. The monopoly game effectively enhanced children’s vocabulary, communication confidence, expressive skills, emotional recognition, cooperation, empathy, and self-regulation. Research implications/limitations – The scope and generalizability of the findings are restricted to the demographic boundaries of the sample, which focused specifically on Group B children (aged 5–6 years) across three selected ECE institutions in Langsa City, Indonesia. Practical implications – This interactive game serves as a highly feasible, effective, and user-friendly tool for teachers to deliver engaging classroom instruction. It offers a practical solution for educators seeking to systematically stimulate both language acquisition and social-emotional competencies in early childhood settings. Originality/value – This study contributes to the ECE literature by transforming a conventional board game into a dual-purpose pedagogical catalyst tailored to early childhood developmental metrics. It highlights the strong potential of localized gamification for broader curriculum implementation and future educational development.
Pedagogical Integration of Traffic Parks: Contextual Learning Resources for Early Childhood Education Fachrul Rozie; Evie Palenewen; Effendi Limbong; Gisela Silvania Algazira; Zerliyana Luthfiyawati Fazry; Zulkarnain Ramli
Atfaluna: Journal of Islamic Early Childhood Education Vol. 9 No. 1 (2026): January-June 2026
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v9i1.14193

Abstract

Purpose – This study investigates how the Karang Anyar Traffic Park in Samarinda, Indonesia, can be integrated pedagogically as a contextual learning resource in Early Childhood Education (ECE). It addresses the gap between public Child-Friendly City policies and the actual pedagogical utilization of specific thematic urban spaces to foster safety awareness and self-regulation in early childhood. Design/methods/approach – A qualitative case study design was employed. Data were collected over a three-month period (August–October 2024) through multi-perspective interviews with a village head, park managers, ECE principals, and teachers, alongside field observations and institutional documentation. The data were analyzed using Braun & Clarke’s thematic analysis framework. Findings – The thematic analysis yielded five interconnected themes demonstrating that the traffic park serves as an effective "third teacher". It facilitates experiential, play-based learning regarding traffic safety and social self-regulation. However, full integration is currently constrained by structural challenges, including unpredictable weather, varying teacher experiences in outdoor pedagogy, and administrative budget limitations for regular park maintenance. Research implications/limitations – The findings are limited by the study's single-site focus, a small participant pool, and a restricted three-month timeframe. Furthermore, this study relies strictly on adult stakeholder perspectives and does not directly incorporate the lived experiences or direct voices of the child participants. Practical implications – This research offers actionable insights for urban planners and educational policymakers to cross-integrate ECE curricula (such as the Merdeka Curriculum) with public infrastructure. It emphasizes the necessity of multi-stakeholder collaboration to sustain public thematic spaces as accessible, safe, and structured learning environments. Originality/value – This study provides empirical evidence on the intentional pedagogical adaptation of thematic public spaces in an Indonesian urban context. It shifts the focus from conventional natural parks to specialized community-based thematic infrastructure for early childhood development.
Islamic Ecological Parenting for Sustainable Education: Nurturing Muslim Diaspora Children in Australia Maulidya Ulfah; Diah Andika Sari; Libri Rizka Puri Windarta; Ayu Luhanarky
Atfaluna: Journal of Islamic Early Childhood Education Vol. 9 No. 1 (2026): January-June 2026
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v9i1.14370

Abstract

Purpose – This study aims to examine the influence of Islamic ecological parenting on the sustainable education of Muslim diaspora children in Australia. Sustainable education in this study encompasses the cultivation of Islamic values, the development of environmentally responsible behaviours, and the enhancement of children's spiritual and social awareness within a multicultural context. Design/methodology/approach – A quantitative research approach with a descriptive explanatory survey design was employed. The study involved 170 Muslim diaspora parents with children aged 5–6 years residing in Sydney, Melbourne, and Queensland, Australia. Data were collected through a structured online questionnaire and analyzed using Structural Equation Modelling–Partial Least Squares (SEM-PLS). Findings – The findings indicate that Islamic ecological parenting has a positive and statistically significant effect on children's sustainable education, with the structural model demonstrating substantial explanatory power. Core Islamic values, including trustworthiness (amanah), cleanliness (taharah), balance (mizan), compassion for all living beings (rahmah), and responsibility as stewards of the Earth (khalifah), significantly contribute to fostering sustainable behaviours from an early age. These findings highlight the strategic role of Muslim diaspora families as the primary educational environment for nurturing sustainability values grounded in Islamic teachings. Research implications/limitations – The study is limited to Muslim diaspora families with young children in three Australian states, which may restrict the generalizability of the findings to other age groups or cultural contexts. Future research is encouraged to include broader geographical coverage, longitudinal designs, and cross-cultural comparisons to further validate and extend these findings. Practical implications – The findings suggest that integrating Islamic ecological parenting into family education can strengthen children's environmental awareness, moral development, and sustainability-oriented behaviours. The study provides practical guidance for parents, educators, and policymakers seeking to promote sustainability education through faith-based parenting practices in multicultural societies. Originality/value – This study contributes to the literature by introducing and empirically validating Islamic ecological parenting as a significant predictor of sustainable education among Muslim diaspora children. It offers a novel perspective on how Islamic values can be integrated into sustainability education and provides both theoretical and practical insights for promoting environmentally responsible and socially conscious future generations in multicultural settings.
Teacher Knowledge and Readiness for Inclusive Education: Supporting Children with Special Needs Zurratul Muna; Rini Julistia; Widi Astuti; Dwi Iramadhani; Yara Andita Anastasya; Siti Nur Atikah Bt Ismail Ismail; Syakira Syakira; Lusi Nurmala Sari
Atfaluna: Journal of Islamic Early Childhood Education Vol. 9 No. 1 (2026): January-June 2026
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v9i1.14601

Abstract

Purpose – This study aims to examine the relationship between regular teachers’ knowledge and their readiness to accept students with special needs. It addresses the challenges of limited teacher knowledge and insufficient readiness in inclusive classrooms, arguing that comprehensive teacher knowledge is a critical determinant of the successful implementation of high-quality inclusive education. Design/methods/approach – The study employed a quantitative approach with an associative research design. Participants were 208 early years teachers in public school selected through cluster sampling across four subdistricts of Lhokseumawe. Data were collected using a questionnaire that assessed four dimensions of knowledge, factual, conceptual, procedural, and metacognitive, and three aspects of readiness: physical, mental, and emotional readiness; motivation and goal orientation; and skills and knowledge readiness. Data were analyzed using Spearman’s rank correlation and multiple linear regression in SPSS. Findings – The findings supported the proposed hypothesis, revealing a strong and positive relationship between teachers’ knowledge and their readiness to accept students with special needs (ρ = 0.673, p < .01). The regression analysis further indicated that metacognitive knowledge was the strongest predictor of teacher readiness (β = 0.399), followed by procedural knowledge (β = 0.294) and factual knowledge (β = 0.176). Research implications/limitations – The study is limited by its focus on public schools in the early childhood age range, which may restrict the generalizability of the findings to other educational contexts. Practical implications – Nevertheless, the results highlight the importance of strengthening teachers’ knowledge, particularly metacognitive and procedural knowledge, as a strategic means of enhancing readiness for inclusive education. Originality/value – The study offers practical value for policymakers, school administrators, and teacher education institutions by identifying specific knowledge domains that should be prioritized in professional development programs. Strengthening metacognitive and procedural knowledge may enhance teachers’ readiness and contribute to the successful implementation of inclusive education policies.
Digital Age Parenting and SDG 4.2: Examining Early Childhood Education Discourse in Mom's Corner Podcast Khairiatul Nurwanti; Anzelia Anggrahini
Atfaluna: Journal of Islamic Early Childhood Education Vol. 9 No. 1 (2026): January-June 2026
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v9i1.14734

Abstract

Purpose – This study examines how the Mom’s Corner podcast conceptualizes early childhood education (ECE) values in relation to Sustainable Development Goal (SDG) 4.2 indicators within the Indonesian context. Design/methods/approach – Using a qualitative content analysis design, this study investigated five purposively selected episodes (26, 36, 56, 65, and 72) of the Mom’s Corner podcast based on thematic criteria related to child development, school readiness, and educational inclusivity. Verbatim transcripts and audiovisual data were systematically processed through three stages of thematic coding: open, axial, and selective coding. Credibility was established via multi-framework triangulation incorporating ECE literature, Bronfenbrenner’s ecological systems theory, and official SDG 4.2 policy documents. Findings – The results reveal that the podcast explicitly advocates for holistic child development through targeted cognitive stimulation, responsive caregiving, socio-emotional bonding, and language acquisition. Furthermore, school readiness is framed as a multidimensional socio-behavioral construct, encompassing emotional maturity, self-regulation, and functional independence, rather than as a narrow focus on academic literacy. However, representations of educational inclusivity are profoundly constrained, omitting accommodations for children with disabilities and low-income demographics, thereby failing to fully operationalize the core SDG 4.2 ethos. Research implications/limitations – The primary limitation is the bounded qualitative focus on a single, prominent media channel, which confines the direct external generalizability of the findings to broader regional or non-corporate digital audio platforms. Practical implications – The study underscores that digital parenting media can serve as potent informal educational mechanisms to elevate parental literacy. It offers a clear rationale for policymakers to incorporate evidence-based digital content into national SDG 4.2 execution strategies while emphasizing the critical need for equitable digital infrastructure across marginalized communities. Originality/value – This research provides novel insights by empirically charting the intersections of modern digital discourse with institutionalized global educational benchmarks. Future research should evaluate longitudinal changes in parental behavior stemming from podcast consumption across diverse socioeconomic strata.
A Food Literacy-Based GAMI Program: Improving Awareness of Fish Consumption in Early Childhood Nutrition Noviana Mustapa; Siti Aisyah; Erie Siti Syarah; Mia Andriani; Millatina Nur Afiah Djamal; Agnes Puspitasari Sudarmo; Hasrianti Hasrianti; Musakkid Himphinit
Atfaluna: Journal of Islamic Early Childhood Education Vol. 9 No. 1 (2026): January-June 2026
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v9i1.14792

Abstract

Purpose – This study aims to examine teachers’ and parents’ knowledge, attitudes, and practical skills related to fish consumption for early childhood nutrition through a community service-based educational intervention, the food-literacy-based Gerakan Anak Makan Ikan (GAMI) program. Design/methods/approach – Aone group pre-test post-test design was used with participatory and educational approaches. The participants were 100 respondents, consisting of 50 preschool teachers and 50 parents of preschool children in Babakan, Pangandaran, West Java. Participants were selected purposively based on their roles in early childhood education and care. Data were collected using questionnaires and analysed descriptively and inferentially with a paired-samples t-test. The intervention consisted of food literacy education, fish processing demonstrations, mentoring, and practical implementation at home and in early childhood education settings. Findings – The results showed a statistically significant improvement after the implementation of the food-literacy-based GAMI program. The mean score across the five measured aspects increased from 54.20 ± 3.70 before the program to 83.20 ± 1.92 after the intervention, with a mean improvement of 29.00 ± 2.24 points. A paired samples t-test conducted at the aspect level showed that this increase was statistically significant, t(4) = 29.00, p < 0.001, 95% CI [26.22, 31.78]. Research implications/limitations – The results suggests that the program was associated with meaningful gains in understanding fish benefits, animal protein and stunting prevention, fish selection, child friendly fish meal processing, and positive attitudes toward fish consumption. Practical implications/Originality – These findings provide preliminary evidence that the food-literacy-based GAMI program may serve as a contextual and practical model for promoting fish consumption and supporting early childhood nutrition in Indonesian coastal communities.  
Hands-On Clay-Based Learning: Enhancing Higher-Order Thinking Skills in Preschool Children Ani Supratini; Rina Hizriyani; Cucu Sopiah
Atfaluna: Journal of Islamic Early Childhood Education Vol. 9 No. 1 (2026): January-June 2026
Publisher : Atfaluna: Journal of Islamic Early Childhood Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/atfaluna.v9i1.15024

Abstract

Purpose – This study aimed to address the prevalence of teacher-centered instruction in preschools, which limits children's opportunities for active exploration and higher-order thinking skills (HOTS). It investigated whether hands-on clay-based learning activities could systematically enhance preschool children’s ability to analyze, evaluate, and create through meaningful manipulative experiences. Design/methods/approach – This study employed Classroom Action Research (CAR) based on the Kemmis and McTaggart model, comprising planning, action, observation, and reflection, conducted over two research cycles. The participants were 20 children aged 5–6 years in Group B at PAUD Bunga Bangsa, Cirebon Regency, Indonesia. Data were gathered through classroom observations, performance assessments, and documentation, using validated instruments that measured three HOTS dimensions: analyzing (C4), evaluating (C5), and creating (C6). Data were analyzed using qualitative descriptive analysis and percentage analysis. Findings – The intervention produced substantial improvements in children's HOTS. The proportion of children achieving the expected developmental level increased from 30% during the pre-cycle to 60% in Cycle I, and reached 85% in Cycle II. Significant progress was also observed across individual dimensions, with analyzing skills increasing from 35% to 90%, evaluating skills from 25% to 80%, and creating skills from 30% to 85%. These exact figures confirm that clay-based learning effectively promotes cognitive engagement. Research implications/limitations – The primary limitation of this study is its implementation in a single preschool setting with a small sample size of 20 participants. Furthermore, the Classroom Action Research design was conducted without a control or comparison group, which limits the statistical generalizability of the findings and prevents drawing definitive causal conclusions. Practical implications – The findings suggest that early childhood educators can seamlessly integrate low-cost, clay-based manipulative learning into daily classroom practices. This approach establishes a more dynamic, engaging, and child-centered environment that fosters early problem-solving, reflection, and creative thinking. Originality/value – This study provides objective empirical evidence on how accessible, low-cost manipulative materials can be systematically aligned with advanced cognitive dimensions (C4–C6) in early childhood education. It bridges the gap between hands-on play and rigorous HOTS development, offering a baseline for future experimental research with larger, diverse samples.

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