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Yusep Supriadi
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JOIECE: PIAUD-Ku
Published by Institut Agama Islam Persis Bandung
ISSN : 28302613     EISSN : 28300912     DOI : https://doi.org/10.54801/piaudku
Core Subject : Religion, Humanities, Health, Science, Education,
Religion Humanities Education Library & Information Science Public Health
PIAUD-Ku is a peer-reviewed journal published by faculty of Tarbiyah, Institute of Islamic Studies PERSIS. This journal is issued every May and October. The articles published in PIAUD-Ku can be in English and Indonesian. The scope of the topics include: 1) Child Development, 2)Islamic parenting, 3) Etnoparenting, 4) Early Childhood Education Curriculum, 5) Assessment and 6) Digital technology in early childhood education, and 7) Health and Nutrition
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 48 Documents
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Pengaruh Permainan Tradisional Hahayaman TerhadapPerilaku Sosial Anak Usia Dini di RA Khalifa Bojongsoang Bahtiar, Marsya Alia Luthfiyyah Saepul; Tini, Wulan; Sahlani, Lalan
Journal of Islamic Early Childhood Education (JOIECE): PIAUD-Ku Vol. 4 No. 2 (2025): Journal of Islamic Early Childhood Education (JOIECE): PIAUDKU
Publisher : Institut Agama Islam Persis Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54801/0v8k0749

Abstract

This study aims to analyze the effect of the traditional game Hahayaman on theb social behavior of early childhood learners in Bojongsoang Bandung. The research employed a quasi-experimental quantitative  approach using a one-group pretest–posttest design. The sampleconsisted of 44 children divided into an experimental group of 22 children and a control group of 22 children aged 5–6 years, selected through purposive sampling. The instrument used was a  social behavior observation sheet that had undergone content validity and reliability testing. The results indicate that the average social behavior score of children in the experimental group increased from 45.27 (pre-test) to 61.59 (post-test), while the control group increased from   47.77 to 57.14. Although both groups experienced improvement, the difference was not statistically significant (ρ = 0.060). The Hahayaman game demonstrated a positive impact on  children’s social behavior; however, the effect was not statistically significant. Further research  with a larger sample and more intensive intervention is needed to obtain more conclusive results.
The Role of Foster Parents in Shaping Children's Social Interactions at the Bojongsoang Orphanage in Bandung Sopiani, Latifah; Komala, Vivi Patra; Karyamah, Imas
Journal of Islamic Early Childhood Education (JOIECE): PIAUD-Ku Vol. 4 No. 2 (2025): Journal of Islamic Early Childhood Education (JOIECE): PIAUDKU
Publisher : Institut Agama Islam Persis Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54801/s70acg18

Abstract

This study examines the role of foster parents in shaping the social interactions of children living in the Indonesian Orphanage Foundation (PYI) Bojongsoang, Bandung. The background of the study lies in the social adaptation challenges experienced by children upon entering the orphanage environment. The objectives of the study are to (1) describe the characteristics of children’s social interactions in the orphanage, and (2) analyze the role of foster parents in the process of developing these social interactions. The research employed a descriptive qualitative method with a phenomenological approach. Data was collected through participatory observation, semi-structured interviews with three foster parents and seven foster children, as well as documentation of daily orphanage activities. Data analysis followed the reduction–display–verification cycle (Miles, Huberman & Saldaña). The main findings include: (1) new children’s social interactions initially tend to be passive, isolated, and influenced by habits formed prior to entering the orphanage; (2) foster parents implemented several strategies, namely (a) ritual modeling (joint religious practices), (b) habituation through daily tasks (promoting independence), and (c) providing guidance and emotional reinforcement; (3) the combination of these strategies effectively increased children’s social interaction frequency, self-confidence, and cooperative skills, although the adaptation process requires time and individualized approaches. The study concludes that the role of foster parents is significant in facilitating children’s social transitions within the orphanage. Practical recommendations include the development of adaptation-orientation programs, parent training for foster parents, and further research using a mixed-methods approach.
Cultivating Emotional Awareness in Early Childhood through Mindfulness-Based Play: A Classroom Action Research Reconsidered through Secular and Islamic Contemplative Frameworks Eki sumiati; Himmatul Aliyah Shofia Bahjah  Aliansyah
Journal of Islamic Early Childhood Education (JOIECE): PIAUD-Ku Vol. 5 No. 1 (2026): Journal of Islamic Early Childhood Education (JOIECE): PIAUDKU
Publisher : Institut Agama Islam Persis Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54801/58wm4588

Abstract

Emotional awareness is treated in developmental literature as a load-bearing structure, not a decorative feature, of early social competence. Children who cannot name what they feel do not simply lack a skill; they lack the interpretive apparatus through which every later negotiation with peers, teachers, and their own impulses gets conducted. This study reports a two-cycle classroom action research (Penelitian Tindakan Kelas) conducted with seven children aged 5–6 years at PAUD Al-Muhsinin, testing a sequence of mindfulness-based play activities, including feeling cards, an emotion tree, expressive movement games, and simple breath awareness exercises, as a means of cultivating emotional recognition, verbal labelling, and early empathic response. Unlike much of the applied literature on classroom mindfulness, which tends to report gains as though the underlying construct and its measurement were settled matters, this article treats both as contested. It situates the intervention against two bodies of scholarship that are rarely read together: the social cognitive neuroscience account of mindfulness as a self-regulatory mechanism, including its unresolved evidentiary status, and the Islamic contemplative tradition of tazkiyat al-nafs and tarbiyat al-wijdan, in which emotional refinement is inseparable from moral and theological formation rather than a value-neutral psychological technique. Qualitative observation across two cycles indicated a shift from reactive, undifferentiated emotional expression toward more differentiated labelling and rudimentary empathic statements, alongside a persistent minority of children for whom the intervention produced compliance rather than internalization, a distinction the action-research design was not built to resolve. The article argues that the pedagogical value of the intervention is real but structurally overstated by the single-group, teacher-as-researcher design that produced it, and it proposes a revised methodological and theoretical agenda, including comparison conditions, standardized instruments, and explicit engagement with Islamic early childhood education (PIAUD) epistemology, for future inquiry in this field
Improving Early Childhood Speaking Ability Through the Role-Play Method at Ar-Rahima Playgroup: A Classroom Action Research Syifa Siti Tsaniah
Journal of Islamic Early Childhood Education (JOIECE): PIAUD-Ku Vol. 5 No. 1 (2026): Journal of Islamic Early Childhood Education (JOIECE): PIAUDKU
Publisher : Institut Agama Islam Persis Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54801/d8wsm133

Abstract

Speaking ability is a foundational component of early language development that shapes a child's communicative competence, reasoning, and self-concept. Preliminary observation at Ar-Rahima Playgroup (Kelompok Bermain, KOBER) revealed that only 27% of Group B children reached the expected level of oral expression; most remained passive, produced fragmented utterances, and lacked confidence in speaking. This study examines whether the role-play method can improve the speaking ability of children aged 5–6 years and how the improvement unfolds across action cycles. A Classroom Action Research design following the Kemmis and McTaggart model was conducted over two cycles, each comprising planning, action, observation, and reflection, with fifteen children and the classroom teacher as collaborator. Data were collected through a rating-scale observation sheet, documentation, and teacher interviews, then analysed using descriptive quantitative percentages and the qualitative model of Miles and Huberman. The proportion of children in the well-developed category rose from 27% at baseline to 60% in Cycle I and 87% in Cycle II, surpassing the 80% success criterion. Children became more willing to initiate talk, constructed longer and better-structured sentences, and asked as well as answered questions. The findings position role-play as a socially situated scaffold for oral language, while acknowledging the small single-site sample as a limit on generalisation.
Improving Early Childhood Speaking Ability Through the Role-Play Method at Ar-Rahima Playgroup: A Classroom Action Research Tsani Muflihatut Daimah
Journal of Islamic Early Childhood Education (JOIECE): PIAUD-Ku Vol. 5 No. 1 (2026): Journal of Islamic Early Childhood Education (JOIECE): PIAUDKU
Publisher : Institut Agama Islam Persis Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54801/y36jrw94

Abstract

Speaking ability is a foundational component of early language development that shapes a child's communicative competence, reasoning, and self-concept. Preliminary observation at Ar-Rahima Playgroup (Kelompok Bermain, KOBER) revealed that only 27% of Group B children reached the expected level of oral expression; most remained passive, produced fragmented utterances, and lacked confidence in speaking. This study examines whether the role-play method can improve the speaking ability of children aged 5–6 years and how the improvement unfolds across action cycles. A Classroom Action Research design following the Kemmis and McTaggart model was conducted over two cycles, each comprising planning, action, observation, and reflection, with fifteen children and the classroom teacher as collaborator. Data were collected through a rating-scale observation sheet, documentation, and teacher interviews, then analysed using descriptive quantitative percentages and the qualitative model of Miles and Huberman. The proportion of children in the well-developed category rose from 27% at baseline to 60% in Cycle I and 87% in Cycle II, surpassing the 80% success criterion. Children became more willing to initiate talk, constructed longer and better-structured sentences, and asked as well as answered questions. The findings position role-play as a socially situated scaffold for oral language, while acknowledging the small single-site sample as a limit on generalisation
Implementasi Toilet Training sebagai Praktik Pedagogis Penumbuhan Kemandirian Anak Usia 3–4 Tahun di Raudhatul Athfal: Studi Kasus Tunggal di PG-RA Alhidayah Logam Kota Bandung Zahwa Nur’Izzati Shifa; Tepi Mulyaniapi; Wulan Tini
Journal of Islamic Early Childhood Education (JOIECE): PIAUD-Ku Vol. 5 No. 1 (2026): Journal of Islamic Early Childhood Education (JOIECE): PIAUDKU
Publisher : Institut Agama Islam Persis Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54801/m47zcx83

Abstract

Toilet training is the earliest institutionalized site at which young children negotiate autonomy, yet international literature treats it predominantly as a clinical problem of continence acquisition and rarely as an educational practice embedded in an early childhood curriculum. Research examining toilet training as a pedagogical and character-forming process within faith-based early childhood settings remains scarce, particularly through in-depth single-case designs. This study describes and interprets the implementation of toilet training for one child aged 3–4 years at PG-RA Alhidayah Logam, Bandung, and its relation to emerging indicators of autonomy. A qualitative single-case design was employed. The subject was a boy aged three years and eight months; the mother and the classroom teacher served as supporting informants. Data were gathered through participant observation, semi-structured interviews, and documentation over eight weeks, and analyzed using the interactive model of Miles, Huberman, and Saldaña. Trustworthiness was established through source and technique triangulation, member checking, and an audit trail. Three findings emerged. Obstacles clustered around the child’s physical and psychological readiness and inconsistent parental follow-through. Observable behaviors included bodily signaling, verbal request, self-dressing, and the habituation of supplication. Implementation proceeded through preparation and introduction, scheduled toileting, and hygiene instruction, a sequence that hybridizes child-oriented readiness rhetoric with structured-behavioral scheduling. The account repositions toilet training from a behavioral intervention to a curricular practice in which autonomy and religiously framed hygiene are cultivated together, while its single-case scope precludes any claim of general effectiveness
Teachers’ Understanding of Music Education and Early Childhood Learning Outcomes: Evidence from Arjasari District Tsakila Rachmah
Journal of Islamic Early Childhood Education (JOIECE): PIAUD-Ku Vol. 5 No. 1 (2026): Journal of Islamic Early Childhood Education (JOIECE): PIAUDKU
Publisher : Institut Agama Islam Persis Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54801/5pbxfr33

Abstract

Music education occupies a structurally marginal position in early childhood education (ECE), where cognitive-literacy objectives routinely displace aesthetic development in both curriculum design and everyday teaching practice. This study examined the relationship between ECE teachers’ understanding of music education and the quality of early childhood learning in Arjasari District, West Java, Indonesia. A quantitative correlational design was applied to a sample of 78 kindergarten (Raudhatul Athfal) teachers drawn from a population of 103 through proportional random sampling, using a 28-item Likert questionnaire validated through Pearson product-moment correlation (all items r > .223) and Cronbach’s alpha (α = .946). Simple linear regression indicated a statistically significant association between teachers’ musical understanding and reported learning quality (β = 0.538, t = 11.187, p < .001), with musical understanding accounting for 62.2% of variance in the outcome measure (R² = .622). Teachers scored higher on awareness of music’s developmental importance than on knowledge of age-appropriate musical repertoire, while children’s appreciative engagement with peers’ work outstripped their productive, creative music-making. These findings extend the largely conceptual and qualitative literature on ECE music pedagogy by supplying region-specific quantitative estimates, and they expose the methodological ceiling that single-informant, cross-sectional designs impose on claims of directional influence. Teacher musical understanding functions here as a necessary but insufficient condition for quality music learning, one likely mediated by institutional resourcing, professional development access, and repertoire knowledge that the present design cannot disentangle. Implications for teacher preparation and future mixed-methods research in Indonesian ECE settings are discussed.
Game Boards as a Strategy for Strengthening Attention Span and Working Memory in Group A Children Aged 4–5 Years: A Classroom Action Research Study Using the Kemmis and McTaggart Model kamayanti kamayanti
Journal of Islamic Early Childhood Education (JOIECE): PIAUD-Ku Vol. 5 No. 1 (2026): Journal of Islamic Early Childhood Education (JOIECE): PIAUDKU
Publisher : Institut Agama Islam Persis Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54801/88331455

Abstract

Focus and working memory are routinely invoked in early childhood classrooms as though they were self-evident, directly observable traits rather than constructs that require operational definition before any claim of change can be defended. This classroom action research, following the Kemmis and McTaggart model across two cycles, examined whether structured board game sessions shifted attentional persistence and short-term recall in ten children aged four to five in a Group A kindergarten class in Bandung, Indonesia. Data was collected through participant observation, teacher interviews, and documentation across two cycles of six sessions each. Results indicated a rise in on-task attentional behavior, with ninety percent of children meeting the study's attentional criterion by the second cycle, alongside gains in sequential recall of game rules and turn order. These findings converge with recent international evidence that structured play activates executive processes relevant to attention and working memory. The design, lacking a control group and relying on a small, non-randomized sample, cannot isolate the intervention's causal contribution from maturation or teacher scaffolding, a limitation the discussion treats as an occasion for methodological honesty rather than rhetorical minimization. The article argues that board games should be treated as a family of mechanically distinct interventions whose cognitive demands must be specified before causal claims are warranted, and that collapsing this family into a single undifferentiated pedagogical tool is a category error common to the wider early childhood literature

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