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Muhammad Amin
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Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Published by Sekolah Tinggi Ilmu Tarbiyah Al-Kifayah Riau
ISSN : 26147831     EISSN : 28305868     DOI : https://doi.org/10.53398/arr
Core Subject : Education,
Education
Focus. The focus is to provide readers with a better understanding of Jurnal Ar-Raihanah: Pendidikan Islam Anak Usia Dini through the publication of articles. Scope. This journal publishes a research article and discourses around the subject of early childhood and character education. The subject cover law, matter, development, curriculum, assessment, values in early childhood, and character education from various perspective. This journal warmly welcomes contributions from scholars of related disciplines. Subject Jurnal Ar-Raihanah: Pendidikan Islam Anak Usia Dini is research, study and analysis related to early childhood include; 1. Art skills, music and culture of early childhood, 2. Development of moral and religious values of early childhood, 3. Physical motor development of early childhood, 4. Emotional social and cognitive development of early childhood, 5. Language development of early childhood, 6. Artistic and creative development of early childhood, 7. Parenting for early childhood education, 8. Management institution of early childhood education, 9. Early child development assessment, 10. Child development psychology and child empowerment, 11. Learning strategy of early childhood education 12. Educational tool play of early childhood education, 13. Instructional media and innovation of early childhood education, 14. Character education of early childhood, 15. Various fields related to Early Childhood and Character Education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 242 Documents
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Peran Guru Terhadap Perkembangan Sosial Emosional Anak Di RA Al Fath Yeni Mulyawani; Muthia Sari; Lira Erwinda; Novita Sari; Nedi Kurnaedi
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.1020

Abstract

Social-emotional development is a fundamental aspect of early childhood education, as it shapes children's ability to regulate emotions, interact socially, and develop empathy and responsibility. This study aimed to describe the social-emotional development of Group B children and analyze the role of teachers in supporting their social-emotional development at RA Al Fath. A descriptive qualitative approach was employed. Data were collected through in-depth interviews with classroom and assistant teachers, classroom observations, and documentation, and were analyzed using thematic analysis. The findings reveal that children's social-emotional development falls into three categories: Beginning to Develop, Developing as Expected, and Developing Very Well, with differences in emotional regulation, turn-taking, cooperation, and compliance with classroom rules. The study also found that teachers play significant roles as educators, supervisors, managers, innovators, and motivators by providing positive role models, creating supportive classroom environments, resolving conflicts constructively, implementing play-based learning, and reinforcing positive behavior. The findings imply that strengthening teachers' competencies in social-emotional learning and fostering sustainable collaboration between schools and parents should become integral components of early childhood education programs to promote optimal social-emotional development among young children
Interaksi Guru Dan Orang Tua Dalam Dukungan Pendidikan Anak Usia Dini di PAUD Daru Tifli Siti Aisah; Budi Ilham Maliki; Nuryati Nuryati; Mahsiani Mina Laili; Sanin Sudrajat
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.1021

Abstract

Early Childhood Education (ECE) plays a crucial role in shaping children’s character and holistic development. The success of education at this stage is influenced not only by learning processes in school but also by the quality of interaction and partnership between teachers and parents. In practice, however, teacher–parent interaction is often limited and not yet sustainable. This study aims to explore in depth the forms, meanings, and roles of teacher–parent interaction in supporting early childhood education at PAUD Daru Tifli. This research employed a qualitative descriptive approach. Data were collected through in-depth interviews with one teacher and several parents of early childhood learners, supported by direct observation. The data were analyzed using thematic analysis to identify key patterns related to teacher–parent interaction in supporting early childhood education. The findings revealed seven main themes: (1) the importance of teacher–parent interaction, (2) the role of interaction in children’s development, (3) forms of teacher and parent support, (4) communication media used, (5) communication as a means of monitoring child development, (6) responses to information about children’s development, and (7) routine discussions between teachers and parents. The results indicate that interaction is perceived as a continuous partnership that bridges the home and school environments. Emotional and communicative support was found to have a greater impact on children’s confidence and development than material support alone. The discussion highlights that consistent two-way communication, the use of digital media such as WhatsApp, and regular formal and informal discussions strengthen parental involvement and support children’s holistic development. This study recommends strengthening teacher–parent partnerships as a key strategy for improving the quality of early childhood education services
Peningkatan Kemampuan Bahasa Ekspresif Anak melalui Metode Bercerita dengan Media Gambar Berseri di TK Aprillya Siti Mauliza; Yuhasriati Yuhasriati; Rahmi Sofyan
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.1022

Abstract

This study was motivated by the low expressive language skills of 4-5 year old children at Aprillya Aceh Besar Kindergarten, particularly in their ability to retell stories they have heard, which does not meet the indicators of the Child Development Achievement Standards (STPPA). The purpose of this study was to improve children's language skills through the application of storytelling methods using serial images. The language skills referred to in this study are expressive language skills, namely the ability of children to retell stories they have heard. The method used in this study was the Kurt Lewin model of Classroom Action Research (CAR) with 7 children aged 4–5 years in group A at Aprillya Aceh Besar Kindergarten as the research subjects. Data collection techniques were carried out through observation of teacher activities and children's language skills, using observation sheets as instruments. The results of the study can be concluded that improving children's language skills can be done through the following steps: teachers prepare a series of pictures, teachers create an orderly, calm, and conducive learning atmosphere, teachers introducing children to a series of pictures about landslides, teachers asking children to pay attention to the pictures while teachers narrate the pictures, teachers pausing the story for a moment and asking questions to children, teachers asking children to retell the story from the series of pictures that have been read by teachers. This can be seen from the improvement in children's development, where at the end of cycle II, 6 children reached the category of Developing as Expected (BSH)
Analisis Pola Asuh Orang Tua Terhadap Preventif Stunting Pada Anak Usia Dini Di Paud BKB Kemas Nur Qolbu Kota Serang Nina Herlina; Inten Risana; Havid Surya; Ratu Yustika Rini
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.1025

Abstract

Stunting is a chronic nutritional problem that significantly affects children's physical and cognitive development. One of the crucial factors in preventing stunting is parenting style. This study aims to analyze how parenting patterns contribute to preventive efforts against stunting in early childhood at PAUD BKB Kemas Nur Qolbu Serang. This research employs a descriptive qualitative approach with data collected through in-depth interviews, observations, and documentation involving parents and educators at the institution. Data analysis was conducted through stages of open coding, axial coding, and selective coding. The results reveal that parenting in the context of stunting prevention involves four main aspects: (1) fostering healthy and balanced eating habits; (2) emphasizing hygiene and environmental sanitation; (3) parental involvement in monitoring children's growth and development; and (4) maintaining responsive and supportive communication with children. The findings suggest that a democratic parenting style, characterized by consistent supervision and care, plays a significant role in reducing the risk of stunting. This study implies that continuous education and assistance for parents are essential in shaping healthy parenting behaviors that support optimal child development. Therefore, strong collaboration between families, educators, and health institutions is vital in the early prevention of stunting
Pengaruh Penggunaan Media Visual Wayang Terhadap Kemampuan Bahasa Ekspresif Pada Anak Usia 5-6 Tahun Di TK Karya Perumnas Nurfadilla Nurfadilla; A. Sri Wahyuni Asti; Hasmawaty Hasmawaty
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.1051

Abstract

This study aims to determine the effect of visual media use on expressive language in 5-6 year old children at Karya Perumnas Kindergarten. The research approach used is a quantitative approach with a quasi-experimental design. The population in this study were children in group B aged 5-6 years at Karya Perumnas Kindergarten. The research population consisted of 10 children in group B1 and 10 children in group B2. Purposive sampling was used to collect samples. The sample in this study consisted of 20 children aged 5-6 years in group B, with 10 children in the experimental group and 10 children in the control group. The data collection techniques used in this study were observation, testing, and documentation. The data analysis technique used was descriptive statistical analysis and non-parametric analysis using the Wilcoxon Sign Rank Test version 23. Based on the results of the study, it can be concluded that the expressive language skills of children who were given treatment using visual puppet-based media in the experimental group were better than those in the control group. The results of the data analysis showed an average increase of 25.00 in the experimental group and 19.00 in the control group. The test results showed that sig. (2-tailed) 0.003 < 0.05, so H0 was rejected and H1 was accepted. Therefore, it can be concluded that visual -based learning media has an effect on the expressive language skills of 5-6 year old children at Karya Perumnas
Implementasi Metode Montessori Dalam Menumbuhkan Kemandirian Anak Melalui Daily Life Skills Di TK Raudhatul Jannah Danisya Alzura; Herman Herman; Angri Lismayani
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.1053

Abstract

Undergraduate Thesis. The Implementation of the Montessori Method in Fostering Children's Independence through Daily Life Skills at TK Raudhatul Jannah. Early Childhood Teacher Education Program, Faculty of Education, Universitas Negeri Makassar. Supervised by Herman and Angri Lismayani.This study aims to describe the implementation of the Montessori method in fostering children's independence through daily life skills activities in Group B1 at TK Raudhatul Jannah. The research employed a descriptive qualitative approach, with the principal, classroom teacher, and students as data sources. Data were collected through observation, interviews, and documentation, and analyzed using data reduction, data display, and conclusion drawing techniques. The results indicate that the implementation of the Montessori method was carried out through the provision of a prepared environment, guided freedom in choosing activities, and daily life skill activities such as organizing learning materials, wearing shoes, pouring water, and maintaining classroom order. These activities contributed to the development of children’s independence in physical, social, and emotional aspects, as reflected in their ability to perform basic tasks independently, as well as increased self-confidence and responsibility
Peningkatan Kemampuan Berbahasa Krama Inggil Anak Usia 5-6 Tahun Melalui Metode Bermain Peran di TK Pertiwi Parakan Fatatun Malihah; Risdianto Hermawan
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.1056

Abstract

The ability to use Javanese krama inggil in early childhood plays an important role in developing polite character and preserving local culture. However, research findings at Pertiwi Parakan Kindergarten indicate that most children aged five to six years are not yet able to use krama inggil appropriately in daily communication. This study aims to improve children's ability to use Javanese krama through the role-playing method. The research employed a Classroom Action Research approach conducted in three cycles. Data were collected through observation and analyzed using descriptive quantitative methods based on the percentage of learning mastery. The results show a gradual improvement in language ability, with learning mastery reaching 85 percent in the third cycle. These findings indicate that the role-playing method is effective in improving children's ability to use Javanese krama and supports the development of polite character in early childhood. The implication of this study suggests that role-playing is a vital pedagogical tool for internalizing cultural values and polite character in early childhood. It is recommended that teachers integrate traditional language learning through interactive play-based methods and that further research explore its long-term impact on children's social interaction
Peran Pendidikan Karakter Dalam Mengembangkan Kesejahteraan Sosial-Emosional Anak Alfina Lutfiah Azzahra; Risbon Sianturi; Indah Restu Kirani; Lika Awalia Nur Hidayah; Nazwa Nurindah Susamto
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.1066

Abstract

Character education is an important aspect of early childhood education as it plays a significant role in shaping children’s attitudes, behaviors, and social-emotional abilities. This study aims to analyze the role of character education in developing children’s social-emotional well-being. The research method used is a literature review by examining various sources such as scientific journals and books relevant to the research topic. The findings indicate that character education has a significant role in shaping moral values, developing social interaction skills, and helping children recognize and manage their emotions positively. Children who consistently receive character education tend to have higher levels of empathy, better cooperation skills, and stronger emotional regulation. Therefore, the implementation of character education from an early age is essential to support the development of children’s social-emotional well-being and positive personality growth
Peran Program Pemerintah dan Masyarakat dalam Pendidikan untuk Mewujudkan Kesejahteraan Anak Septiani Nabila Putri; Risbon Sianturi; Sinta Indah Pratiwi; Tasya Nazwa Nafisa; Widia Andini
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.1068

Abstract

This study aims to analyze the role of government programs and community participation in education as an effort to promote children's well-being. The research uses a literature review approach by examining relevant scientific articles obtained from academic databases. The data were analyzed using a qualitative descriptive method through processes of organizing, comparing, and interpreting findings from various studies. The results show that government programs play an important role in improving access to and the quality of education through the provision of services and supportive policies for child development. In addition, community participation, especially from families and the surrounding social environment, contributes to creating a supportive and conducive learning atmosphere. The collaboration between government and community is a key factor in ensuring that educational efforts effectively support children's overall development and well-being. Therefore, strengthening cooperation among stakeholders is necessary to enhance the implementation of educational programs in a sustainable manner
Dampak Perceraian terhadap Perkembangan Sosial dan Emosional Anak Rahiel Najmatul Jannah Kuriawan; Rosmiati Rosmiati; Bahrun Bahrun; Sitti Mulya Rizka; Rahmatun Nessa
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 1 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i1.1069

Abstract

Divorce is a phenomenon that has been increasingly observed in Banda Aceh City based on Statistics Indonesia data from 2022–2024. This condition raises serious issues for children, particularly in their social and emotional development. Children from divorced families often experience feelings of loss, emotional instability, and difficulties in forming social relationships. These problems are exacerbated by the limited role of parents in providing guidance and affection after the divorce. This study aims to examine the impact of divorce on children’s social and emotional development. The research employs a qualitative approach using a descriptive research method. The subjects of this study consist of four respondents representing two different cases concerning the impact of divorce on children. Data were collected through semi-structured interviews. Based on the resuts of research conducted in Lampaseh Aceh, Banda Aceh, the findings indicate that divorce has a significant impact on children’s social and emotional development from early childhood through adolescence. Early childhood children are more affected in emotional aspects, such as heightened sensitivity, feelings of guilt, and the loss of a father figure. Adolescents, on the other hand, experience impacts such as identity crises, low self-confidence, negative perceptions of marriage, and a greater tendency to seek support from peers. Family support, consistency in parenting patterns, and the role of schools are important factors in helping children adapt and rebuild a sense of security after divorce

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