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ABNA : Journal of Islamic Early Childhood Education
Published by Universitas Islam Negeri Raden Mas Said Surakarta
ISSN : 27760731     EISSN : 27749533     DOI : https://doi.org/10.22515/abna
Core Subject : Education,
Education
ABNA : (Journal of Islamic Early Childhood Education), Islamic University Raden Mas Said Surakarta, Central Java, Indonesia. This journal published twice a year in Juny and December by Islamic Early Childhood Education Department Islamic Education and Teacher Training Faculty of UIN Raden Mas Said Surakarta. This Journal invites scientists, academicians, researchers, and professionals in the discipline of Islamic Early Childhood Education to submit their best manuscripts that correspond with the topics bellow. Articles may be written in Indonesian, English, or Arabic. It contains articles from current research on Islamic Early Childhood Education, including: Parenting for early childhood education Early Childhood Developments Management institution of early childhood education, Learning strategy of early childhood education, Educational tool play and instructional media of early childhood education, Innovation in early childhood education, This Journal is published twice a year, in June and December
Arjuna Subject : Umum - Umum
Articles 76 Documents
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Revitalisasi Kearifan Lokal Melalui Bermain Peran Dalang Wayang Sebagai Inovasi Pembelajaran di PAUD Ardianti, Amelia Rizki; Amalia Setiaji, Calista; Harsono
ABNA Journal of Islamic Early Childhood Education Vol. 6 No. 2 (2025): ABNA : Journal of Islamic Early Childhood Education
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/abna.v6i2.13218

Abstract

Penelitian ini bertujuan merevitalisasi kearifan lokal melalui kegiatan bermain peran dalang wayang sebagai inovasi pembelajaran di PAUD. Penelitian menggunakan pendekatan kualitatif deskriptif. Teknik pengumpulan data meliputi observasi, wawancara, dan dokumentasi. Partisipan terdiri dari dua guru kelas TK B dan delapan belas anak TK B di PAUD Saymara Kartasura. Kontribusi utama penelitian ini adalah model pembelajaran inovatif berbasis peran dalang wayang yang secara unik merevitalisasi kearifan lokal Jawa di PAUD berdasarkan observasi pra-pasca intervensi. Guru berperan sebagai fasilitator yang membantu anak menyesuaikan cerita dengan pengalaman mereka. Revitalisasi kearifan lokal melalui dalang wayang memperkuat karakter positif, menumbuhkan kecintaan pada budaya, dan memperkaya pembelajaran kontekstual di PAUD. Kata kunci: Kearifan Lokal, Bermain Peran, Dalang Wayang, Pendidikan Anak Usia Dini  This study aims to revitalize local wisdom through role-playing as a wayang puppeteer as an innovative learning approach in early childhood education (PAUD). It employs a qualitative descriptive approach. Data collection techniques include observation, interviews, and documentation. Participants consist of two TK B class teachers and eighteen TK B children at PAUD Saymara Kartasura. The main contribution is an innovative learning model based on the role of a wayang puppeteer, which uniquely revitalizes Javanese local wisdom in PAUD based on pre- and post-intervention observations. Teachers act as facilitators who assist children in adapting stories to their experiences. Revitalizing local wisdom through wayang puppeteering strengthens positive character, fosters love for culture, and enriches contextual learning in PAUD. Keywords: local wisdom, role-playing, wayang puppeteer, PAUD. Keywords: Local Wisdom, Role Play, Puppet Master, Early Childhood Education
Management of Nutritious Food Menu Management at Al-Madina Kindergarten Wonosobo Aji Nasrul Umam
ABNA Journal of Islamic Early Childhood Education Vol. 7 No. 1 (2026): ABNA : Journal of Islamic Early Childhood Education
Publisher : UIN Raden Mas Said Surakarta

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Abstract

Banyak penelitian telah membahas pengelolaan menu makanan bergizi, namun masih terbatas penelitian yang secara khusus membahas implementasi fungsi pengelolaan (perencanaan, pengorganisasian, pelaksanaan, dan pengawasan) dalam pengelolaan menu makanan bergizi di lembaga pendidikan anak usia dini berdasarkan kolaborasi antar berbagai pihak. Penelitian ini bertujuan untuk mengetahui pengelolaan menu makanan bergizi untuk anak usia dini di Taman Kanak-kanak Al-Madina Wonosobo. Jenis penelitian ini adalah penelitian kualitatif dengan pendekatan deskriptif. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, dan dokumentasi. Analisis data menggunakan model Miles dan Hubermain yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Validitas data diuji melalui triangulasi sumber dan triangulasi teknik untuk memastikan konsistensi hasil penelitian. Pengelolaan menu makanan bergizi bukan hanya tanggung jawab kepala sekolah tetapi merupakan kolaborasi antara guru, juru masak, dan semua pihak yang terlibat dalam proses penyajian makanan. Hasil yang diperoleh dari penelitian menunjukkan bahwa pengelolaan menu makanan bergizi telah dilaksanakan dengan baik dan benar, termasuk perencanaan, pengorganisasian, pelaksanaan, dan pengawasan. Kata kunci: Manajemen menu, Makanan bergizi. Many studies have discussed the management of nutritious food menus, but there are still limited studies that specifically discuss the implementation of management functions (planning, organizing, implementing, and supervising) in the management of nutritious food menus in early childhood education institutions based on collaboration between various parties. This study aims to determine the management of nutritious food menus for early childhood at Al-Madina Kindergarten Wonosobo . This type of research is qualitative research with a descriptive approach. Data collection techniques used observation, interviews, and documentation. Data analysis used the Miles and Hubermain model which includes data reduction, data presentation, and drawing conclusions. The validity of the data was tested through source triangulation and technical triangulation to ensure the consistency of the research results. The management of nutritious food menus is not only the responsibility of the principal but is a collaboration between teachers, cooks, and all parties involved in the food serving process. The results obtained from the study indicate that the management of nutritious food menus has been implemented well and correctly, including planning, organizing, implementing, and supervising. Keywords: Menu management, Nutritious food.
Cultivating Cultural Literacy Through the ATIK Learning Model in RA Bustanul Ulum Viny Anggradini Puspitaloka; Siti Nur Azizah; Chairun Nisa Fadillah; Yuliatul Rohimah
ABNA Journal of Islamic Early Childhood Education Vol. 7 No. 1 (2026): ABNA : Journal of Islamic Early Childhood Education
Publisher : UIN Raden Mas Said Surakarta

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Abstract

Penanaman literasi budaya pada anak usia dini perlu dilakukan melalui pembelajaran yang konkret dan menyenangkan. Penelitian terdahulu telah membahas literasi budaya melalui tarian, permainan edukatif, dan pembiasaan, serta model ATIK yang banyak digunakan untuk meningkatkan kemampuan kognitif, motorik, dan pra-menulis anak. Namun, kajian yang secara khusus menjelaskan penggunaan model ATIK untuk menanamkan literasi budaya pada anak usia dini di lingkungan RA masih terbatas. Penelitian ini bertujuan untuk mendeskripsikan perencanaan dan pelaksanaan penanaman literasi budaya melalui model pembelajaran ATIK di RA Bustanul Ulum Jayasakti. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Subjek penelitian meliputi kepala sekolah, guru kelas B, dan 20 anak kelas B. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi. Data dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan, sedangkan validitas data dicapai melalui triangulasi sumber dan triangulasi teknik. Penerapan model ATIK dilakukan melalui tiga kegiatan utama: tahap observasi membantu anak mengenali simbol-simbol budaya, tahap imitasi membantu anak meniru perilaku dan gerakan budaya, serta tahap implementasi memberikan kesempatan kepada anak untuk mempraktikkan pengetahuan budaya secara langsung. Kata kunci: Literasi, Budaya, ATIK Model, Anak. Cultural literacy in early childhood needs to be introduced through concrete and enjoyable. Previous studies have discussed cultural literacy through dance, educational games, and habituation, while the ATIK model has mostly been applied to improve children's cognitive, motor, and pre-writing skills. However, studies that specifically explain the use of the ATIK model to cultivate cultural literacy in Islamic early childhood education settings remain limited. This study aims to describe the planning and implementation of cultural literacy cultivation through the ATIK learning model at RA Bustanul Ulum Jayasakti. This research employed a descriptive qualitative approach with a case study design. The subjects consisted of the principal, class B teachers, and 20 class B children. Data were collected through observation, semi-structured interviews, and documentation. The data were analyzed through data reduction, data display, and conclusion drawing, while data validity was examined through source and technique triangulation. The findings indicate that cultural literacy planning was carried out through the selection of local culture-based activities, budget planning using BOP funds, and activity scheduling based on learning themes. The implementation of the ATIK model was conducted through three main activities: the observing stage helped children recognize cultural symbols, the imitating stage helped children model cultural movements and behaviors, and the doing stage provided opportunities for children to practice cultural knowledge directly. Thus, the ATIK model can cultivate cultural literacy through visual experiences, movement, and daily habituation Keywords: Literacy, Culture, ATIK Model , Child.
Analysis of Temperament on Children's Emotional Responses to Reward Punishment Intervention at Pembina Kartasura State Kindergarten Lilis Pratiwi; Angelica Beauty Zahra Salshabila Rowie; Elisa Nur Rohmah; Alfit Gelsha Octavia; Larisa Rizqina Mutia; Arsyia Fajarini; Rosida Nur Syamsiyati
ABNA Journal of Islamic Early Childhood Education Vol. 7 No. 1 (2026): ABNA : Journal of Islamic Early Childhood Education
Publisher : UIN Raden Mas Said Surakarta

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Abstract

Penelitian ini bertujuan menganalisis perkembangan aspek sosial-emosional AUD (Temperamen dan strategi Reward Punishment) pada siswa TK Negeri Pembina Kartasura, mengingat pentingnya fondasi ini bagi kesuksesan anak. Menggunakan metode deskriptif kualitatif (observasi, wawancara, dan dokumentasi), studi ini menemukan bahwa perkembangan sosial-emosional siswa berjalan baik, meski terdapat variasi temperamen. Temperamen siswa, yang diklasifikasikan menjadi tipe (mudah, sulit dan lambat), yang hal ini dapat memengaruhi interaksi dan respons mereka. Implementasi strategi Reward Punishment oleh guru terbukti efektif. Pemberian Reward (pujian, contoh: dengan pemberian stiker) meningkatkan motivasi dan kepatuhan, sedangkan Punishment yang bersifat mendidik (dengan metode time-out, teguran lembut) diterapkan konsisten untuk menetapkan batas perilaku.Kesimpulannya, sinergi antara pemahaman guru terhadap karakteristik temperamen dan penerapan Reward dan Punishment yang tepat berkontribusi signifikan pada optimalisasi perkembangan sosial-emosional anak. Penelitian ini merekomendasikan pelatihan berkelanjutan bagi guru untuk mengidentifikasi dan merespons berbagai tipe temperamen serta menyempurnakan teknik Reward Punishment yang lebih personal dan relevan. Kunci Kunci : Temperamen, Sosial Emosional, Anak Usia Dini. This study aims to analyze the development of the social-emotional aspects of Early Childhood Education (Temperament and Reward Punishment strategies) in students of Pembina Kartasura State Kindergarten, considering the importance of this foundation for children's success. Using qualitative descriptive methods (observation, interviews, and documentation), this study found that students' social-emotional development progressed well, despite variations in temperament. Students' temperaments, classified into types (easy, difficult, and slow), can influence their interactions and responses. The implementation of Reward Punishment strategies by teachers proved effective. Providing rewards (praise, for example, by giving stickers) increased motivation and compliance, while educational punishments (time-out methods, gentle reprimands) were applied consistently to set behavioral limits. In conclusion, the synergy between teachers' understanding of temperament characteristics and the appropriate application of rewards and punishments contributed significantly to optimizing children's social-emotional development. This study recommends ongoing training for teachers to identify and respond to various temperament types and to refine more personalized and relevant Reward Punishment techniques. Keywords: Temprament, Social Emotional, Early Childhood Education.
Integrating Humanism Values in Early Childhood Education for the Development of a Peace-Loving Generation Nurul Qomariah; Eka Saptaning Pratiwi; Tri Utami; Mila Faila Shofa
ABNA Journal of Islamic Early Childhood Education Vol. 7 No. 1 (2026): ABNA : Journal of Islamic Early Childhood Education
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/abna.v7i1.14377

Abstract

Perubahan sosial yang dipengaruhi oleh globalisasi, perkembangan teknologi, dan perubahan pola interaksi masyarakat telah memunculkan berbagai tantangan dalam pembentukan karakter anak, termasuk menurunnya sikap empati, toleransi, dan tanggung jawab sosial. Kondisi ini menegaskan pentingnya penguatan nilai-nilai humanisme sejak usia dini sebagai fondasi dalam membentuk generasi yang cinta damai. Penelitian ini bertujuan untuk menganalisis integrasi nilai-nilai humanisme dalam Pendidikan Anak Usia Dini (PAUD) serta kontribusinya dalam menumbuhkan karakter cinta damai pada anak. Penelitian menggunakan pendekatan kualitatif dengan metode Systematic Literature Review (SLR). Sebanyak 10 artikel ilmiah yang diterbitkan pada periode 2018–2025 dipilih melalui proses identifikasi, penyaringan, dan seleksi berdasarkan kriteria inklusi dan eksklusi yang telah ditetapkan. Data dianalisis menggunakan analisis konten tematik melalui tahap reduksi data, kategorisasi, interpretasi, dan sintesis temuan. Hasil penelitian menunjukkan bahwa nilai-nilai humanisme diintegrasikan dalam PAUD melalui kurikulum, kegiatan pembelajaran, keteladanan guru, serta budaya sekolah. Integrasi nilai-nilai tersebut berkontribusi terhadap pengembangan karakter cinta damai yang ditandai dengan meningkatnya toleransi, kemampuan penyelesaian konflik secara konstruktif, tanggung jawab sosial, dan hubungan interpersonal yang harmonis. Penelitian ini menyimpulkan bahwa integrasi nilai-nilai humanisme dalam PAUD merupakan strategi efektif untuk membentuk generasi yang cinta damai dan memperkuat harmoni sosial sejak usia dini. Temuan ini memberikan implikasi bagi pengembangan praktik pendidikan yang lebih humanis dan berorientasi pada pembangunan budaya damai. Kata Kunci : Nilai Humanisme, Pendidikan Anak Usia Dini, Pendidikan Cinta  Damai. Social changes influenced by globalization, technological developments, and changes in societal interaction patterns have given rise to various challenges in the development of children's character, including a decline in empathy, tolerance, and social responsibility. This situation emphasizes the importance of strengthening humanist values ​​from an early age as a foundation for developing a peace-loving generation. This study aims to analyze the integration of humanist values ​​in early childhood education and its contribution to fostering a peace-loving character in children. The study used a qualitative approach with the Systematic Literature Review (SLR) method. A total of 10 scientific articles published in the 2018–2025 period were selected through a process of identification, screening, and selection based on predetermined inclusion and exclusion criteria. Data were analyzed using thematic content analysis through the stages of data reduction, categorization, interpretation, and synthesis of findings. The results show that humanist values ​​are integrated in PAUD through the curriculum, learning activities, teacher role models, and school culture. The integration of these values ​​contributes to the development of a peace-loving character characterized by increased tolerance, the ability to resolve conflicts constructively, social responsibility, and harmonious interpersonal relationships. This study concludes that integrating humanist values ​​into early childhood education is an effective strategy for developing a peace-loving generation and strengthening social harmony from an early age. These findings have implications for developing more humanistic educational practices oriented toward fostering a culture of peace. Keywords : Humanism Values, Early Childhood Education, Peace Education.
Books and Picture Media on Children's Creativity and Fine Motor Skills Octavia Wahyuningrum; Sujarwo
ABNA Journal of Islamic Early Childhood Education Vol. 7 No. 1 (2026): ABNA : Journal of Islamic Early Childhood Education
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/abna.v7i1.14601

Abstract

Penelitian ini bertujuan untuk mengetahui pengaruh busy book media dan gambar terhadap kreativitas serta kemampuan motorik halus anak usia 5-6 tahun. Metode penelitian yang digunakan adalah quasi-eksperimen tipe nonequivalent control group design. Populasi penelitian berjumlah 74 anak, Sampel diambil menggunakan teknik purposive sampling, yang terbagi menjadi kelompok eksperimen (37 anak) dan kontrol (37 anak). Intervensi dilakukan selama 5 hari berturut-turut (Senin-Jumat) dengan durasi 2-3 jam pada setiap harinya. Instrumen pengumpulan data berupa lembar observasi terstruktur dengan skala checklist. Variabel kreativitas diukur melalui dimensi keaslian, kelancaran, keluwesan, dan detail. Variabel motorik halus diukur melalui dimensi kecepatan, koordinasi, kontrol, dan ketepatan. Analisis data dilakukan dengan uji prasyarat (normalitas dan homogenitas) serta uji hipotesis menggunakan Independent Sample T-Test dan Paired Sample T-Test melalui program SPSS versi 26. Hasil penelitian menunjukkan adanya pengaruh signifikan dari penggunaan busy book media terhadap kreativitas (t-hitung 15.009 dengan signifikansi 0,000 < 0.05) dan motorik halus (t-hitung 12.295 dengan signifikansi 0,000 < 0.05). Media gambar juga memberikan pengaruh signifikan, namun busy book media terbukti lebih efektif dengan nilai rata-rata lebih tinggi pada kedua variabel.  Rata-rata kreativitas anak yang belajar dengan media busy book (12,86) lebih besar daripada media gambar (12,16) dan terdapat perbedaan siginifikan (t-hitung  2.085 dengan signifikansi 0.041 < 0.05). Rata-rata motorik halus anak yang belajar dengan media busy book (12,78) lebih besar  daripada media gambar (11,59) dan terdapat perbedaan siginifikan (t-hitung  2.175 dengan signifikansi 0.033 < 0.05. Kesimpulannya, penerapan busy book media memberikan dampak yang lebih optimal dalam meningkatkan potensi anak dibandingkan media gambar. Kata kunci: Busy Book, Gambar, Kreativitas, Motorik Halus. This study aims to determine the effect of busy book media and images on creativity and fine motor skills of children aged 5-6 years. The research method used is a quasi-experimental type nonequivalent control group design. The study population amounted to 74 children, Samples were taken using purposive sampling technique, which was divided into experimental groups (37 children) and control (37 children). The intervention was carried out for 5 consecutive days (Monday-Friday) with a duration of 2-3 hours each day. The data collection instrument was a structured observation sheet with a checklist scale. Creativity variables were measured through the dimensions of originality, fluency, flexibility, and detail. Fine motor variables were measured through the dimensions of speed, coordination, control, and accuracy. Data analysis was conducted with prerequisite tests (normality and homogeneity) and hypothesis testing using Independent Sample T-Test and Paired Sample T-Test through SPSS version 26 program. The results of the study showed a significant influence of the use of busy book media on creativity (t-count 15.009 with a significance of 0.000 <0.05) and fine motor skills (t-count 12.295 with a significance of 0.000 <0.05). Picture media also had a significant influence, but busy book media proved to be more effective with higher average values ​​on both variables. The average creativity of children who learned with busy book media (12.86) was greater than picture media (12.16) and there was a significant difference (t-count 2.085 with a significance of 0.041 <0.05). The average fine motor skills of children who learn with busy book media (12.78) are greater than those with picture media (11.59) and there is a significant difference (t-count 2.175 with a significance of 0.033 < 0.05). In conclusion, the application of busy book media provides a more optimal impact in increasing children's potential compared to picture media. Keywords: Busy Book, Pictures, Creativity, Fine Motor Skills.

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