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Fikri Maulana
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elathfal@ptiq.ac.id
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Jl. Batan No.I, RT.2/RW.2, Lb. Bulus, Kec. Cilandak, Kota Jakarta Selatan, Daerah Khusus Ibukota Jakarta 12440
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El-Athfal: Jurnal Kajian Ilmu Pendidikan Anak
Published by Institut PTIQ Jakarta
ISSN : 20874979     EISSN : 28092015     DOI : https://doi.org/10.56872/elathfal
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
The focus of El-Athfal: Jurnal Kajian Ilmu Pendidikan Anak publishes articles based on research from researchers, teachers, lecturers, students, and education observers. The articles published in the Journal include the results of the quantitative research, qualitative research, conceptual, theoretical, and a literature review. The series of studies covering integration between Islamic Early Childhood Education, Child Guidance and Counseling, Technology and Early Childhood Learning Media, Best Practice Teaching, Learning Methods, Parenting, Administration, Curriculum, and Human Behavior in Education, such as Educational Behavior issues.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 94 Documents
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Internalisasi Nilai Karakter Islam dalam Mengembangkan Kecerdasan Sosial-Emosional Anak Usia Dini pada Lingkungan Keluarga Anik Indrawati; Desy Ayu Ningrum
El-Athfal: Jurnal Kajian Ilmu Pendidikan Anak Vol. 6 No. 01 (2026): El-Athfal: Jurnal Kajian Ilmu Pendidikan Anak
Publisher : Prodi Pendidikan Islam Anak Usia Dini, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas PTIQ Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56872/vy4agx88

Abstract

Perkembangan sosial-emosional anak usia dini menjadi salah satu aspek penting dalam pembentukan karakter anak pada masa golden age. Namun, perkembangan teknologi digital serta perubahan pola interaksi keluarga mulai memengaruhi perilaku sosial anak, seperti rendahnya empati, kurangnya kemampuan mengontrol emosi, dan berkurangnya interaksi sosial dalam keluarga. Penelitian ini bertujuan mendeskripsikan internalisasi nilai karakter Islam dalam pengembangan kecerdasan sosial-emosional anak usia dini pada lingkungan keluarga. Penelitian menggunakan pendekatan kualitatif deskriptif dengan subjek lima orang tua yang memiliki anak usia 4–6 tahun. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi. Analisis data menggunakan model Miles dan Huberman melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa internalisasi nilai karakter Islam dilakukan melalui keteladanan orang tua, pembiasaan ibadah, komunikasi yang lembut, pemberian nasihat, dan pengawasan penggunaan media digital anak. Nilai karakter yang dominan meliputi kejujuran, disiplin, tanggung jawab, empati, dan sopan santun. Selain itu, pembiasaan nilai Islami dalam keluarga membantu anak mengembangkan kemampuan berbagi, menghargai orang lain, mengontrol emosi, dan meningkatkan rasa percaya diri dalam interaksi sosial. Penelitian ini menunjukkan bahwa pola asuh Islami memiliki kontribusi penting dalam membentuk kecerdasan sosial-emosional anak usia dini secara berkelanjutan.
Konsep dan Relevansi Pendidikan Anak Menurut Ibnu Qayyim Al-Jauziyyah dan Ibnu Miskawaih Ahmad Solihin
El-Athfal: Jurnal Kajian Ilmu Pendidikan Anak Vol. 6 No. 01 (2026): El-Athfal: Jurnal Kajian Ilmu Pendidikan Anak
Publisher : Prodi Pendidikan Islam Anak Usia Dini, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas PTIQ Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56872/t6t03s23

Abstract

Artikel ini mengkaji dan mengomparasi konsep pendidikan anak menurut perspektif Ibnu Qayyim Al-Jauziyyah dan Ibnu Miskawaih, serta menganalisis relevansinya terhadap tantangan pendidikan karakter di era modern. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kepustakaan (library research) yang bersifat deskriptif-analitis dan komparatif. Sumber data primer adalah Kitab Tuhfat al-Maudud bi Ahkam al-Maulud karya Ibnu Qayyim (Dar Ibn Hazm, 2019) dan Kitab Tahdzib al-Akhlaq wa Tathhir al-A'raq karya Ibnu Miskawaih (Beirut, 2005), yang dilengkapi dengan literatur sekunder berupa artikel jurnal dan buku-buku terkait. Hasil penelitian menunjukkan bahwa Ibnu Qayyim Al-Jauziyyah menitikberatkan pendidikan anak pada pendekatan teosentris, yakni pengembangan fitrah, pembiasaan ibadah, pembentukan akhlak, dan keteladanan orang tua sejak fase pra-natal. Sementara itu, Ibnu Miskawaih menekankan pendekatan antroposentris-filosofis yang berfokus pada penyeimbangan tiga daya jiwa manusia—daya pikir (al-quwwah al-natiqah), daya emosi (al-quwwah al-ghadhabiyah), dan daya keinginan (al-quwwah al-syahwiyah)—melalui pembiasaan, keteladanan, dan pengendalian diri secara rasional. Meskipun berasal dari tradisi keilmuan yang berbeda—tasawuf-teologis dan filsafat etika—kedua tokoh memiliki titik temu yang kuat pada pentingnya pembiasaan, keteladanan, dan peran lingkungan dalam pembentukan karakter anak. Konsep mereka sangat relevan dengan kebutuhan pendidikan karakter kontemporer dalam mengatasi krisis moral di kalangan generasi muda.
Integrasi Storytelling Digital dalam Pembelajaran Bahasa Inggris Anak Usia Dini di TK Mutiara Natar Lampung Selatan Nopiana Nopiana; Hera Riani; Siti Nur Munawaroh
El-Athfal: Jurnal Kajian Ilmu Pendidikan Anak Vol. 6 No. 01 (2026): El-Athfal: Jurnal Kajian Ilmu Pendidikan Anak
Publisher : Prodi Pendidikan Islam Anak Usia Dini, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas PTIQ Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56872/ybj8qf25

Abstract

This study aims to describe the implementation of digital storytelling integration in English instruction for early childhood and to analyze its impact on children's mastery of English vocabulary at Mutiara Natar Kindergarten. English learning for early childhood requires an interesting, interactive approach that is appropriate to children's developmental characteristics. Digital storytelling is a learning innovation that combines stories, images, animation, audio, and digital technology to increase children's attention and engagement in the learning process. This study used a quantitative approach with a one-group pretest-posttest pre-experimental design. The research sample consisted of 18 grade B students of Mutiara Natar Kindergarten selected using a total sampling technique. Data were collected through observation and an English vocabulary mastery test that included the ability to recognize, name, and understand simple vocabulary according to the learning theme. Data were analyzed using descriptive statistics and a difference test for pretest and posttest scores. The results showed that integrating digital storytelling into English instruction improved children's vocabulary mastery. The average score of children's English vocabulary skills increased from 65.28 in the pretest to 84.17 in the posttest. Children showed high enthusiasm during the learning process, were more active in responding to questions, and found it easier to remember and pronounce new vocabulary introduced through digital stories. These findings indicate that digital storytelling can be an effective alternative learning medium to support the development of English skills in early childhood. Therefore, early childhood education teachers are advised to integrate educational and developmentally appropriate digital technology into daily learning activities.
Model Pendidikan Pesantren Inklusif bagi Anak Berkebutuhan Khusus: Studi Kasus Pesantren Al-Achsaniyyah Kudus Putri Nurina; Sarwenda
El-Athfal: Jurnal Kajian Ilmu Pendidikan Anak Vol. 6 No. 01 (2026): El-Athfal: Jurnal Kajian Ilmu Pendidikan Anak
Publisher : Prodi Pendidikan Islam Anak Usia Dini, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas PTIQ Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56872/ferwr697

Abstract

Less than 0.1% of more than 42,000 Islamic boarding schools (pesantren) in Indonesia serve children with special needs, creating a sharp service gap amid the projected 2.9 million autistic children by 2030. This study analyzes the inclusive pesantren model at Pesantren Al-Achsaniyyah Kudus, a pioneer institution since 2007. Using a qualitative instrumental case study approach, data were collected through intensive participatory observation, in-depth interviews with 31 informants including caregivers, teachers, therapists, parents, and alumni, as well as analysis of various internal pesantren documents. The study identifies six main components of the inclusive pesantren model. First, the pesantren admits students with various diagnoses, of which 62.6% are autistic, along with ADHD and Down syndrome. Second, an adaptive curriculum is developed based on three independence domains: self-care, worship, and talent development. Third, teaching strategies integrate ABA and TEACCH approaches through short instructions, positive reinforcement, prompting-fading techniques, and the use of visual schedules. Fourth, a 24-hour habitual learning program produces significant outcomes: 98% of advanced-level students achieve full independence, 89% of intermediate-level students require only minimal assistance, and 60% of basic-level students show meaningful improvement. Fifth, tripartite collaboration among the pesantren, therapists, and parents is actively maintained. Sixth, the pesantren provides special needs-friendly facilities. The success of this model can be explained through the synthesis of Vygotsky's Zone of Proximal Development, Bandura's social learning theory, and Lovaas's ABA principles. Based on these findings, this study provides an evidence-based reference model for developing inclusive pesantren in Indonesia.

Page 10 of 10 | Total Record : 94

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