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Rahmat Rifai Lubis
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AUD Cendekia: Journal of Islamic Early Childhood Education
Published by Sekolah Tinggi Agama Islam Sumatera Medan
ISSN : 27746402     EISSN : 27748065     DOI : https://doi.org/10.53802/audcendekia
Core Subject : Religion, Education, Social,
Religion Education Social Sciences Other
Child Growth and Development, Childrens relationships with family and community, Developmental observations and assessments , Environment and curriculum, Professionalism and leadership, Administration and management.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 68 Documents
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Strategi Pembelajaran Al-Qur’an untuk Anak Usia Dini pada Program Magrib Mengaji Hasibuan, Fatimah; Primanisa, Reiska
AUD Cendekia: Journal of Islamic Early Childhood Education Vol. 5 No. 1 (2025): April (2025)
Publisher : Prodi PIAUD STAI Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/audcendekia.v5i1.569

Abstract

This study aims to describe the Qur’an learning strategies for early childhood in the Magrib Mengaji program at Masjid Muslimin and to analyze the supporting factors, obstacles, and children’s responses to its implementation. The study employed a qualitative method with a case study approach at Masjid Muslimin, which routinely holds the program daily after Maghrib prayer. Data were collected through in-depth interviews with five Qur’an teachers, two mosque administrators, eight parents, as well as participatory observation and documentation involving six early childhood students as supporting informants. Data analysis was conducted using Miles and Huberman’s interactive model, including data reduction, presentation, and conclusion drawing, complemented by source, technique, and time triangulation. The findings show that the Qur’an learning strategies combine traditional methods (talaqqi, Iqra’) and innovative methods (games, songs, Islamic stories), tailored to the characteristics of early childhood. The learning process includes preparation, implementation, and informal evaluation, emphasizing teacher role modeling, habituation of manners, positive motivation, and social interaction. Supporting factors include teacher dedication, children’s enthusiasm, parental support, and a conducive mosque environment, while obstacles include limited media, inconsistent attendance, limited parental involvement, and short learning time.
Peran Orang Tua dalam Membentuk Karakter Islami Anak Usia Dini Lubis, Masruroh; Nihwan, Nihwan
AUD Cendekia: Journal of Islamic Early Childhood Education Vol. 5 No. 2 (2025): Agustuns (2025)
Publisher : Prodi PIAUD STAI Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/audcendekia.v5i2.570

Abstract

This study aims to describe the implementation of Islamic parenting by parents, identify the Islamic values instilled, and analyze the influence of parental involvement on the character development of early childhood in Environment XII, Binjai Subdistrict. The study employed a qualitative approach with a case study design, involving ten parents and two community leaders as informants, and utilized secondary data from documentation and relevant literature. The findings indicate that Islamic parenting is carried out through a combination of habituation, parental role modeling, and affective communication, emphasizing values such as honesty, responsibility, patience, compassion, simplicity, social care, discipline, and respect. Value habituation is consistently practiced through daily routines, warm dialogues, and active interactions, enabling children to internalize Islamic values in their behavior. High parental involvement physically, emotionally, and spiritually strengthens value internalization and fosters consistent Islamic character. This study underscores the importance of the home as a primary educational ecosystem and the role of parents as the main agents in shaping early childhood Islamic character, providing both theoretical and practical contributions to the development of Islamic parenting and character education in urban communities.
Pendidikan Islam Berbasis Moderasi Beragama pada Anak Usia Dini Hulu, Mirwansyah; Sahyan, Sahyan
AUD Cendekia: Journal of Islamic Early Childhood Education Vol. 5 No. 3 (2025): Desember (2025)
Publisher : Prodi PIAUD STAI Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/audcendekia.v5i3.571

Abstract

This study aims to describe the implementation of Islamic education based on religious moderation for early childhood at RA Syafiiyah, identify the values of moderation instilled through learning activities, and analyze the role of teachers and the school environment in fostering a moderate, tolerant, and respectful attitude among children. The study employs a qualitative approach with a phenomenological design, involving five teachers and ten children as informants, and utilizes curriculum documents, activity records, and participatory observations as secondary data sources. The findings indicate that the implementation of Islamic education based on moderation is carried out through the integration of the curriculum, daily habituation activities, structured social interactions, and teacher role modeling. Religious moderation values such as tolerance, inclusivity, justice, patience, empathy, and respect for differences are internalized through direct learning experiences, group activities, and daily routines. Teachers and the school environment function as models, facilitators, and value enhancers through collaboration with parents and the cultivation of an inclusive school culture. This study provides new insights by emphasizing the holistic implementation of religious moderation in early childhood and offers practical guidance for other PAUD/RA institutions in fostering moderate attitudes from the earliest stages of education.
Pengaruh Gaya Kepemimpinan Transformasional Kepala Sekolah terhadap Efektivitas Administrasi Pendidikan Tanjung, Rezfani Ummi Humairah; Hanafiah, Muhammad Ali; Tamrin, Muhammad
AUD Cendekia: Journal of Islamic Early Childhood Education Vol. 5 No. 2 (2025): Agustuns (2025)
Publisher : Prodi PIAUD STAI Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/audcendekia.v5i2.572

Abstract

This study aims to describe the implementation of transformational leadership by the principal and to analyze teachers’ and staff perceptions regarding its impact on educational administration effectiveness at SMK Bina Taruna 1 Medan. This research employed a qualitative approach with a case study design using in-depth interviews, observation, and document analysis involving eleven informants consisting of the principal, vice principals, teachers, and administrative staff. Data analysis was carried out using Miles, Huberman, and Saldana’s model, including data condensation, data display, conclusion drawing, and verification through source and method triangulation. The findings indicate that the principal has applied transformational leadership through moral exemplification, visionary motivation, encouragement of innovation, and individualized consideration. Teachers and staff expressed generally positive perceptions, shown through increased engagement, open communication, and the development of a more collaborative work culture. However, obstacles still exist in terms of policy consistency, digital-based administrative human resource readiness, and optimization of standard operational procedures. This study presents novelty by integrating transformational leadership and administrative effectiveness within a vocational school context in Medan through an in-depth qualitative approach. The results are expected to serve as a reference for developing transformative leadership models and enhancing sustainable school administrative governance.
Model Kolaborasi Guru PIAUD dan Guru PAI dalam Pengembangan Karakter Islami Pada Anak Usia Dini Harefa, Zuraida; Ridha, Nikmatur
AUD Cendekia: Journal of Islamic Early Childhood Education Vol. 5 No. 3 (2025): Desember (2025)
Publisher : Prodi PIAUD STAI Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/audcendekia.v5i3.573

Abstract

This study aims to describe the synergy between Early Childhood Islamic Education (PIAUD) teachers and Islamic Education (PAI) teachers in strengthening Islamic character education for early childhood learners at RA Muslimat Humene. This research is motivated by the importance of educator collaboration in building a strong foundation of moral values from an early age through integrated, continuous, and developmentally appropriate learning. The study employed a qualitative approach with a case study design conducted through in-depth interviews, participatory observation, and documentation analysis involving teachers, the school principal, and other educational stakeholders. The findings reveal that the synergy is reflected in three main aspects, namely collaborative planning of Islamic character-based learning, the implementation of structured habituation and moral role modeling, and the collaborative evaluation of children’s character development despite the absence of fully standardized indicators. Character-building strategies were implemented integratively through daily worship activities, moral habituation, religious educational games, and the strengthening of an Islamic learning environment. The impact of the synergy can be seen in the improved Islamic character behavior of children, such as speaking politely, sharing, praying, greeting, and obeying rules. However, challenges remain, including limited collaborative training, the absence of comprehensive character assessment tools, and the lack of formal documentation regarding collaboration. This study is expected to contribute to the development of a collaborative religious-based teaching model and to strengthen the system of Islamic character habituation in early childhood educational institutions.
Model Kolaborasi Guru PIAUD dan Guru PAI dalam Pengembangan Pembiasaan Ibadah Anak Usia Dini Polem, Mirwansyah; Ridha, Nikmatur
AUD Cendekia: Journal of Islamic Early Childhood Education Vol. 5 No. 2 (2025): Agustuns (2025)
Publisher : Prodi PIAUD STAI Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/audcendekia.v5i2.574

Abstract

This study aims to analyze the collaboration model between Early Childhood Islamic Education (PIAUD) teachers and Islamic Religious Education (PAI) teachers in fostering worship habits among young children at RA Islamic Center. Using a qualitative phenomenological approach, this research explores teachers’ experiences in designing, implementing, and interpreting collaboration within routine worship activities such as dhuha prayer, daily supplications, wudu practice, and the introduction of hijaiyah letters. The informants consisted of four PIAUD teachers, two PAI teachers, and one school principal selected through purposive sampling. Data were collected through in-depth interviews, participatory observations, and documentation, then analyzed through data reduction and thematic development. The findings show that collaboration is formed through intensive communication and complementary competencies between the two groups of teachers. PIAUD teachers contribute by adapting methods according to children's developmental stages, while PAI teachers ensure the accuracy of religious content. This synergy produces more meaningful worship habituation through direct experience, role modeling, and enjoyable repetition. The study also reveals that collaboration carries emotional and spiritual meaning for teachers as it becomes a space for mutual learning and strengthening of religious values. The novelty of this research lies in the finding that collaboration is not merely technical but also shapes a shared interpretive process that enriches teachers’ understanding of worship habituation in early childhood.
Integrasi Metode Pembelajaran Pendidikan Islam Anak Usia Dini dan Pendidikan Agama Islam untuk Meningkatkan Perkembangan Sosial Emosional Anak Gulo, Ismail Kabir; Ridha, Nikmatur
AUD Cendekia: Journal of Islamic Early Childhood Education Vol. 5 No. 1 (2025): April (2025)
Publisher : Prodi PIAUD STAI Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/audcendekia.v5i1.575

Abstract

This study aims to describe the integration of PIAUD (Early Childhood Islamic Education) and PAI (Islamic Religious Education) learning methods at RA Muslimat Humene and analyze their impact on children's social-emotional development. This study uses a qualitative approach with a case study method that observes daily learning practices at the institution. The results show that the integration of academic learning and Islamic values is carried out through habituation, Islamic value-based games, and routine worship activities, which have succeeded in improving children's empathy, emotional regulation, and social skills. However, this study also identifies challenges faced by teachers, such as limited religious pedagogical competence, a lack of integrative modules, and difficulties in managing classes that require a flexible approach. These findings contribute theoretically to the development of Islamic early childhood education curricula and provide practical recommendations for educators and institution managers to improve the integration of Islamic character education in early childhood education.
Integrasi Kurikulum Pendidikan Islam Anak Usia Dini dan Pendidikan Agama Islam untuk Meningkatkan Literasi Keagamaan Anak Prasekolah Ziliwu, Yusman; Sahyan, Sahyan
AUD Cendekia: Journal of Islamic Early Childhood Education Vol. 5 No. 2 (2025): Agustuns (2025)
Publisher : Prodi PIAUD STAI Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/audcendekia.v5i2.576

Abstract

This study aims to analyze the integration of the Early Childhood Islamic Education (PIAUD) curriculum and the Islamic Religious Education (PAI) curriculum in shaping religious literacy and Islamic social behavior among preschool children at RA Al-Habib. Using a qualitative phenomenological approach, the study explores the experiences of teachers, the principal, and parents regarding curriculum integration practices, strategies for cultivating Islamic social habits, as well as supporting and inhibiting factors that influence the formation of children’s religious behavior. The findings reveal that collaboration between PIAUD and PAI teachers serves as the main foundation of the integration, reflected in the planning, implementation, and evaluation of learning activities. Habit-formation strategies are carried out through daily Islamic rituals, teacher modeling, moral storytelling, cooperative play, and reflective dialogues that gradually instill socio-religious values. Supporting factors include institutional commitment, teacher competence, a religious learning environment, and family support, while inhibiting factors consist of variations in children’s initial abilities, limitations in integrative instructional design, restricted learning time, and the lack of age-appropriate learning materials. This study contributes to enriching the theory of PIAUD–PAI curriculum integration with empirical evidence and offers practical recommendations for developing holistic, contextual, and effective religious learning models in Islamic early childhood education institutions.
Storytelling Digital Kisah Nabi sebagai Kolaborasi Modern Guru PIAUD dan PAI Harefa, Jefriansyah; Sahyan, Sahyan
AUD Cendekia: Journal of Islamic Early Childhood Education Vol. 5 No. 1 (2025): April (2025)
Publisher : Prodi PIAUD STAI Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/audcendekia.v5i1.577

Abstract

This study aims to explore the experiences of PIAUD and PAI teachers at RA Islamic Center in using digital storytelling as a collaborative medium for delivering stories of the Prophets to young children. Emerging from the need to present story-based instruction in a more engaging and relevant way in the digital era, this research reveals the dynamics of teacher collaboration in integrating pedagogical expertise and religious understanding through animated videos, narrated audio, and digital illustrations. Using a phenomenological approach, the study investigates teachers’ subjective experiences through in-depth interviews, classroom observations, and document analysis. The findings show that digital storytelling provides transformative technical, pedagogical, and religious experiences for teachers. Digital media helps visualize stories more concretely, strengthens narrative structure, and facilitates the internalization of moral values. In addition, collaboration between PIAUD and PAI teachers shapes a more integrative process of planning and value interpretation. For children, the use of digital media enhances engagement, memory retention, moral comprehension, and emotional responses to the figures of the Prophets. The study also emphasizes that digital storytelling is not merely a technical innovation but a modern pedagogical model that connects Islamic spirituality with narrative technology aligned with the world of young learners today.
Integrasi Nilai Keislaman dalam Kegiatan Bermain Anak Usia Dini Raniyah, Qaulan
AUD Cendekia: Journal of Islamic Early Childhood Education Vol. 5 No. 2 (2025): Agustuns (2025)
Publisher : Prodi PIAUD STAI Sumatera Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53802/audcendekia.v5i2.578

Abstract

This study aims to describe the process of integrating Islamic values into play activities for early childhood and to identify the types of educational games used at TK Muhammadiyah Mandala. Using a qualitative method with a phenomenological approach, the research involved the principal, teachers, and parents as primary informants. The findings reveal that the integration of Islamic values occurs through three main stages: planning value-based play activities, implementing religious-themed games, and habituation and reflection on values after play. Values such as honesty (ṣidq), responsibility (amānah), cooperation (ta‘āwun), gratitude (syukr), and compassion (iḥsān) are instilled through educational games such as Islamic Mini Market, Cooperative Mosque-Building Game, Islamic Snake Game, and Tree of Goodness. Teachers play a crucial role as facilitators and moral role models, linking each play activity with Islamic teachings. Despite challenges such as limited materials and time, teacher creativity and the school’s strong religious culture support the successful integration of Islamic values. This research provides theoretical contributions to the development of Islamic education through play-based learning and practical implications for Islamic early childhood institutions in designing play activities infused with spiritual and moral values.

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