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AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini
Published by STIT Palapa Nusantara Lombok
ISSN : 26564912     EISSN : 26564785     DOI : https://doi.org/10.36088/assabiqun.v2i1
Core Subject : Religion, Science, Education,
Religion Decision Sciences, Operations Research & Management Education Library & Information Science Other
As-Sabiqun Journal is an interdisciplinary publication of original research and articles on Islamic Studies and Educational Sciences. This journal was published by Pendidikan Islam Anak Usia Dini (PIAUD) STIT Palapa Nusantara Lombok - NTB which was published twice in a year (biannualy), March and October with a minimum of 5 articles. The journal aims to provide a forum for scholarly understanding of the field of education and plays an important role in promoting the process that accumulated knowledge, values, and skills. Scientific manuscript dealing with Islamic Studies and Educational Sciences topics are particularly welcome to be submitted. The journal encompasses research articles, original research report, and scientific reviews in education in any fields including: 1. Early Childhood Education Theory; 2. Early Childhood Education Learning Practice; 3. Early Childhood Development includes Religious and Moral, Cognitive, Language, Social-Emotional, Physical-Motoric, and Art Values; 4. PAUD Policy; 5. Parenting; 6. Teacher Education and Training; 7. Learning Strategy. Editorial Team invites academics, lecturers and researchers to contribute according to the scope above. Articles can be submitted online, by registering as a author (Online Submissions). Every article that goes to the editorial staff will be selected through Peer Review Processes. This journal is an open access journal which means that all freely available content is used. Users are permitted to read, download, copy, distribute, print, search, or cite to the full text of the article, or use it for other legitimate purposes, without asking permission from the publisher or author.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 484 Documents
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Pengembangan Kemampuan Berpikir Kritis Anak Usia Dini melalui Pembelajaran Matematika Kontekstual Majid, Abdul; Amir, Anggriani
AS-SABIQUN Vol 8 No 3 (2026): MEI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i3.6142

Abstract

Although studies that specifically examine the development of early childhood critical thinking skills through context-based mathematics learning remain limited, this ability plays an important role in supporting cognitive development and learning readiness at the next level. This study aims to test and analyze the effect of implementing contextual mathematics learning on early childhood critical thinking skills. This study employed a quantitative approach with a quasi-experimental design, involving 20 children in Group B at TK IGTKI-PGRI Harapan Bangsa Bonto Perak, Pangkep Regency, who were selected through a purposive sampling technique. The study was conducted from January to March 2026. Data were obtained through observation, critical thinking skills assessment sheets, and documentation of learning activities, and were then analyzed using descriptive statistics and a paired sample t-test. The results showed a significant improvement in children’s critical thinking skills after the implementation of contextual mathematics learning, with the mean score increasing from 55.30 at the initial stage to 82.15 at the final stage. The statistical test results showed a calculated t value of 9.27 with a significance value (Sig. 2-tailed) of 0.000, which was lower than 0.05, indicating that the treatment given had a significant effect. These findings confirm that learning that connects material with children’s real-life experiences is effective in encouraging the development of higher-order thinking skills. Thus, this study contributes to enriching the literature on context-based mathematics learning in early childhood education and provides practical implications for educators to design learning that is relevant to children’s everyday experiences.
Improving Grade V Students' Cooperation Skills by Using the Team Quiz Learning Model Nadila, Putri; Alim, Melvi Lesmana; Joni, Joni
AS-SABIQUN Vol 8 No 3 (2026): MEI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i3.6165

Abstract

This study is motivated by the insufficient level of students’ cooperative skills in Pancasila Education at Class V UPT SDN 003 Muara Uwai, as reflected in weak communication, limited team contribution, and inadequate recognition of individual learning differences. To address this issue, the study implemented the team quiz learning model as an instructional strategy for improving students’ cooperative skills in learning the topic “My Country, Indonesia.” This research employed a Classroom Action Research (CAR) design conducted in two cycles, with each cycle consisting of two meetings and four stages: planning, implementation, observation, and reflection. The study involved 10 Class V students, comprising five boys and five girls. Data were collected through observation and documentation. The findings show that students’ cooperative skills increased from 30% before the intervention to 50% in the first cycle and further improved to 80% in the second cycle. These results indicate that the team quiz learning model effectively enhances students’ cooperative skills in Pancasila Education. The study contributes to elementary education practice by demonstrating that interactive, team-based learning can strengthen students’ communication, participation, and collaborative responsibility in civic learning contexts.
Implementasi Media Lagu dalam Meningkatkan Penguasaan Mufrodat Bahasa Arab Santri di Madrasah Diniyah Fillah, Nur Aizza; Khotimah, Isnol
AS-SABIQUN Vol 8 No 3 (2026): MEI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i3.6173

Abstract

Arabic language learning in madrasah diniyah still faces challenges in improving vocabulary mastery, particularly regarding students’ low motivation and memory retention of vocabulary. This study aimed to examine the implementation of songs as a medium in Arabic language learning and to analyze its improvement in students’ vocabulary mastery at Madrasah Diniyah Nurus Syamsi, Probolinggo. This study used a descriptive qualitative approach with research subjects consisting of 13 ula class students, one Arabic language teacher, and the head of the madrasah. Data were collected through participatory observation, semi-structured interviews, and documentation, and were then analyzed through the stages of data reduction, data display, and conclusion drawing using source and technique triangulation. The results showed that the use of songs as a medium was able to increase students’ enthusiasm, active involvement, memory retention, and pronunciation of vocabulary. Students found it easier to memorize vocabulary through rhythm and lyric repetition and showed higher learning motivation than in conventional methods. However, differences in students’ ages affected their level of understanding of vocabulary meanings. These findings confirm that songs are effective as a strategy for learning Arabic vocabulary in madrasah diniyah. The implications of this study indicate the importance of teacher creativity in selecting and adapting learning media to students’ characteristics so that the Arabic language learning process becomes more engaging, participatory, and meaningful.
Pengembangan LKPD Berbasis Liveworksheets pada Mata Pelajaran PAI Materi Mawaris di Kelas XII SMK Negeri 1 Belitang Madang Raya Magfira, Nurul; Romdloni, Romdloni; Suwandi, Suwandi
AS-SABIQUN Vol 8 No 3 (2026): MEI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i3.6178

Abstract

The limited availability of interactive digital student worksheets (LKPD) on mawaris material presents a challenge in Islamic Religious Education learning, although this material plays an important role in improving students’ conceptual understanding. This study aimed to describe the process of developing Liveworksheets-based LKPD on mawaris material, test the level of product validity, and assess its practicality based on teacher and student responses. This study used the Research and Development (R&D) method with the 4D model, which includes the stages of define, design, develop, and disseminate. The research subjects consisted of one material expert, one media expert, one Islamic Religious Education teacher, and 34 twelfth-grade vocational high school students selected using purposive sampling. Data were collected through validation sheets, practicality questionnaires, and interviews, and were then analyzed using quantitative descriptive techniques. The results showed that the developed LKPD had a very high level of validity, with a score of 83.33% from the material expert and 94.67% from the media expert, as well as an average validity of 89%. In terms of practicality, the teacher response reached 100% and the student response reached 86.76%, with an average of 93.38%, thus categorized as highly practical. Therefore, the Liveworksheets-based LKPD on mawaris material was declared feasible and practical for use in Islamic Religious Education learning. This study provides a theoretical contribution to the development of digital teaching materials as well as practical implications for educators in utilizing interactive LKPD to improve the quality of learning.
Pengaruh Aktivitas Bersepeda terhadap Semangat Mengajar Guru di Pondok Pesantren Darullughah Wadda’wah Bangil Marzuqi, Marzuqi; Shalih, Badrus
AS-SABIQUN Vol 8 No 3 (2026): MEI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i3.6180

Abstract

Teachers’ physical health is a crucial factor that affects professional performance, particularly in maintaining optimal teaching enthusiasm in highly demanding educational environments such as pesantren. This study aimed to examine the effect of cycling activity on teachers’ teaching enthusiasm at Pondok Pesantren Darullughah Wadda’wah Bangil. This study used a correlational quantitative approach involving 18 teachers as the sample, selected through simple random sampling. Data were collected using a five-point Likert scale-based questionnaire measuring the variables of cycling activity and teaching enthusiasm, and were then analyzed using simple linear regression. The results showed that teachers’ cycling activity was in the moderate category (M = 3.60), while teachers’ teaching enthusiasm was in the high category (M = 4.10). The hypothesis testing results showed that cycling activity had a significant effect on teachers’ teaching enthusiasm, with a significance value of 0.000, a β coefficient of 0.775, and an R² value of 0.600. These findings indicate that cycling activity was able to explain 60% of the variance in teachers’ teaching enthusiasm. The conclusion of this study confirms that physical activity, particularly cycling, plays an important role in supporting teachers’ psychological condition and pedagogical effectiveness. The implications of this study indicate the need to develop health programs based on physical activity in pesantren environments as a sustainable strategy to improve educational quality.
Dialectics of Service Quality and Spirituality in Islamic Early Childhood Education Wathon, A; Qomar, Mujamil; Efendi, Nur
AS-SABIQUN Vol 8 No 3 (2026): MEI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i3.6182

Abstract

This study is motivated by the limited integration of service quality frameworks and spirituality in Islamic early childhood education, despite their significant role in supporting holistic child development. This study aims to analyze the dialectical relationship between service quality and spirituality based on recent literature published between 2024 and 2025. A qualitative design using a systematic literature review approach was employed. Data were collected from 35 indexed journal articles published during 2024–2025 and analyzed using thematic analysis. The findings reveal that service quality frameworks are increasingly integrated with Islamic ethical principles, such as amanah and ihsan, while leadership and teacher professionalism function as key mediating factors. In addition, workplace spirituality contributes indirectly to service quality through job satisfaction and organizational commitment. However, challenges remain in policy alignment, teacher training, and technological integration. The study concludes that an integrative model combining spiritual values and quality assurance mechanisms is essential for achieving holistic educational outcomes in Islamic early childhood education. This study contributes to the theoretical development of Islamic education quality models and offers practical recommendations for policymakers and educators to strengthen spiritually grounded quality assurance systems.
Dampak Implementasi Pembelajaran Abad 21 terhadap Motivasi Akademik Santri Pondok Pesantren al-Farros Tebuireng Jombang Kholifah Nur Fitriyah; Jumari Jumari
AS-SABIQUN Vol 8 No 4 (2026): JULI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i4.6230

Abstract

Entering the 21st century, Islamic education in Islamic boarding schools faces the challenge of shifting the learning paradigm from teacher-oriented to student-oriented in order to develop 4C competencies, namely collaboration, creativity, critical thinking, and communication, without eliminating the traditional identity of pesantren. The integration of the role-play method and the Wordwall digital platform has become an innovative strategy to transform classical diniyah learning into a more interactive process. This study aims to examine the effect of 21st-century learning on the academic motivation of students at Pondok Pesantren Al-Farros Tebuireng Jombang. This study used a quantitative approach with a causal associative design. The research population consisted of 66 students, with a sample of 32 students selected through purposive sampling. Data were collected using a Likert-scale questionnaire, and their validity and reliability were then tested using Pearson correlation and Cronbach’s Alpha. Hypothesis analysis was conducted using simple linear regression through the stages of normality, linearity, heteroscedasticity, and coefficient of determination tests. The results showed that 21st-century learning influenced students’ academic motivation by 38.4%. This finding confirms that the implementation of 21st-century learning through interactive methods and digital media can support the improvement of students’ academic motivation in the context of pesantren education. The implications of this study indicate the importance of Islamic boarding school educators’ willingness to explore the use of digital media as a more adaptive, participatory, and relevant learning alternative in response to the demands of 21st-century education.
Pengaruh Model Pembelajaran Predict-Observe-Explain terhadap Kecerdasan Logis Matematis Siswa Kelas IV SD Lisdiana Utami; Cucun Sunaengsih; Regina Lichteria Panjaitan
AS-SABIQUN Vol 8 No 4 (2026): JULI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i4.6278

Abstract

This study was motivated by the limited implementation of learning models that specifically develop elementary school students’ logical-mathematical intelligence in science learning. Although the Predict-Observe-Explain (POE) model has been widely used, studies linking it to logical-mathematical intelligence remain limited. This study aims to analyze the implementation and influence of the POE learning model on the logical-mathematical intelligence of fourth-grade students on the topic of changes in states of matter. This study employed a quantitative approach with a quasi-experimental method and a non-equivalent control group design. The research sample consisted of 35 students in the experimental group and 30 students in the control group, determined using a saturated sampling technique. Data were collected through observation, pretest, and posttest and were then analyzed through statistical tests. The results showed that the implementation of POE learning was carried out very well and had a significant effect on improving students’ logical-mathematical intelligence, with a significance value of 0.000 (< 0.05). The improvement score in the experimental class was also higher than that in the control class, namely 0.4577 > 0.2331. These findings affirm that students’ active involvement in the predict, observe, and explain stages contributes to the development of logical-mathematical intelligence. The conclusion of this study indicates that the POE learning model is effective for developing students’ logical-mathematical intelligence in science learning. The implications of this study provide practical contributions for teachers in designing science learning that is more active, meaningful, and oriented toward strengthening elementary school students’ logical-mathematical thinking skills.
The Integration of Religious Moderation Values in Islamic Education Learning for Strengthening Interfaith Tolerance at SMAN 1 Kuripan and SMKN 1 Kuripan, West Lombok Sri Sukmawati; Parhaini Andriani
AS-SABIQUN Vol 8 No 4 (2026): JULI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i4.6292

Abstract

Although religious moderation has become increasingly important in multicultural educational settings, comparative research on the integration of religious moderation values in Islamic Religious Education (PAI) learning remains limited. This study aims to analyze the forms of integration of religious moderation values in PAI learning at SMAN 1 Kuripan and SMKN 1 Kuripan, examine their impact on students’ interfaith tolerance, and assess their effectiveness in fostering inclusive school environments. This study employed a qualitative descriptive multi-site case study design involving two selected secondary schools. Data were collected through semi-structured interviews, non-participant observations, and documentation analysis, and were analyzed using interactive qualitative techniques consisting of data reduction, data display, and conclusion drawing supported by triangulation. The findings reveal that religious moderation values were integrated through three interconnected dimensions: classroom instructional practices, institutional policy support, and socio-cultural habituation within the school environment. At SMAN 1 Kuripan, integration was more evident through structured interfaith activities and institutional accommodation of religious diversity, whereas at SMKN 1 Kuripan, it was reflected in the normalization of equal participation and routine interpersonal interaction. The findings further indicate that moderation-based PAI learning strengthened students’ interfaith tolerance by fostering mutual respect, reducing prejudice, and supporting harmonious school relations. This study concludes that the integration of religious moderation values in Islamic education provides an effective framework for developing inclusive educational communities. The findings contribute to the discourse on knowledge integration in Islamic education and offer practical implications for educators and policymakers in strengthening moderation-based practices in pluralistic school contexts. Keywords: Inclusive School Environment; Interfaith Tolerance; Islamic Religious Education; Multicultural Education; Religious Moderation Values
Evaluation of the Implementation of the School Encounter Literacy Program at SMA Negeri 1 Gunung Sari: A Case Study Based on the CIPP Model Ati Rahmawati; Supardi Supardi
AS-SABIQUN Vol 8 No 4 (2026): JULI
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v8i4.6313

Abstract

This study is motivated by the limited empirical evaluation of encounter-based literacy programs at the senior high school level, despite their potential to strengthen students’ literacy competence and character development. This study aims to evaluate the implementation of the School Encounter Literacy Program at SMA Negeri 1 Gunung Sari using the CIPP evaluation model. A qualitative case study design was employed, involving 26 participants. Data were collected through semi-structured interviews, questionnaires, observations, and document analysis, and were analyzed using thematic analysis supported by descriptive quantitative scoring. The findings reveal that the program was contextually relevant as a strategic response to literacy stagnation and students’ low reading comprehension. The input dimension demonstrated relatively strong organizational readiness, reflected in the highest average score of 72.6%, particularly in material accessibility through digital platforms. However, the process dimension obtained the lowest score of 55.6%, indicating challenges related to implementation consistency, teacher attentiveness, and feedback mechanisms. The product evaluation showed generally positive outcomes, with an overall effectiveness score of 66.8%, indicating improvements in students’ storytelling confidence, literacy engagement, academic participation, and character development. The study concludes that encounter-based literacy programs can serve as effective educational innovations when literacy is positioned as a reflective social practice. This study extends the application of the CIPP model to literacy program evaluation and offers practical implications for strengthening teacher training, procedural monitoring, and character assessment instruments. Future research should employ longitudinal and multi-site designs to examine the sustainability and broader applicability of encounter-based literacy programs.

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