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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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Kecerdasan Emosional Pendidik PAUD dalam Membangun Lingkungan Belajar yang Positif Fauziyah Rizkika; Aini Loita; Nazwa Nabila; Shifa Nur Rohmah; Zahra Aulia Hidayati
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.v6i1.1083

Abstract

The emotional intelligence of early childhood educators is a key factor in creating a positive learning environment that supports early childhood development. This study aims to analyze the role of teachers’ emotional intelligence in fostering a safe, comfortable, and conducive learning atmosphere. The method used was a literature review examining various research findings related to the emotional intelligence of early childhood educators. The results of the review indicate that teachers’ emotional intelligence which encompasses self-awareness, self-regulation, motivation, empathy, and social skills plays a significant role in enhancing the quality of teacher-child interactions, classroom management, and children’s social-emotional development. Furthermore, teachers’ emotional intelligence is also linked to their psychological well-being and children’s learning motivation. The implementation of emotional intelligence in learning can be achieved through empathetic communication, the use of affective language, positive reinforcement, and collaborative play activities. However, there are several challenges, such as high emotional workload and limited teacher-to-student ratios. Therefore, support in the form of training, institutional policies, and the integration of social-emotional learning into the curriculum is needed. Thus, strengthening the emotional intelligence of early childhood educators is a strategic step in creating a learning environment that is not only academically effective but also supports children’s emotional and social development
Peran Pola Asuh Orang Tua dalam Meningkatkan Kesejahteraan Sosial Anak ADHD Refyna Nurwanti Kurniawan; Taopik Rahman; Risbon Sianturi
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.v6i1.1087

Abstract

This study aims to examine the role of parenting styles in improving the social well-being of children with Attention Deficit Hyperactivity Disorder (ADHD). Children with ADHD often experience difficulties in social interaction, characterized by impulsive behavior, hyperactivity, and low attention control, which affect their ability to adapt to social environments. This research employed a qualitative approach with a descriptive method to gain an in-depth understanding of parenting practices applied by parents. The research subjects were selected using purposive sampling, consisting of parents who have children diagnosed with ADHD. Data were collected through in-depth interviews, observations, and documentation, and were analyzed using an interactive analysis model including data reduction, data display, and conclusion drawing. The findings indicate that democratic parenting plays a significant role in enhancing the social well-being of children with ADHD. This parenting style is characterized by open communication, emotional support, consistent rules, and positive reinforcement. Children raised with this approach show improvements in communication skills, emotional regulation, and social adaptability. This study concludes that appropriate parenting not only functions as a caregiving process but also serves as an effective social support system in optimizing the social development of children with ADHD
Peran Lingkungan Keluarga Terhadap Kesejahteraan Emosional Anak Usia Dini: Studi Literatur Filla Septi Wulandari; Taopik Rahman; Risbon Sianturi
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.v6i1.1089

Abstract

Emotional well-being in early childhood is a fundamental aspect of child development that influences various areas of life, both in the short and long term. During early childhood, children experience rapid development, making their experiences especially within the family environment crucial in shaping their emotional condition. In recent years, issues related to children’s emotional well-being have increased, including aggressive behavior, difficulties in emotional regulation, and limited social interaction skills. These problems are closely related to the role of the family as the child’s first and primary environment. The quality of parent–child interaction, parenting styles, family communication, and family stability are key factors influencing children’s emotional development. Several studies indicate that lack of parental involvement, excessive use of digital devices, and family conflict can negatively affect children’s emotional well-being (Nurmalitasari, 2015; Wahyuni & Azizah, 2020; Rahman, 2021). This study aims to examine the role of the family environment in shaping early childhood emotional well-being through a literature review using 15 relevant sources. The findings show that attachment between children and parents, parenting styles, family communication, and family stability are the main factors influencing emotional well-being; therefore, active parental involvement in creating a warm, responsive, and stable family environment is essential to support optimal emotional development in early childhood
Pengaruh Lingkungan Pembelajaran Terhadap Children’s Well-Being Pada Anak Usia Dini Tsania Mar’atu Sholihah; Taopik Rahman; Risbon Sianturi
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.v6i1.1090

Abstract

Children’s well-being is an essential component in supporting optimal development during early childhood, including physical, emotional, social, and psychological dimensions. One of the factors that influences children's well-being in Early Childhood Education (ECE) settings is the quality of the learning environment provided by the institution. This study aims to examine the influence of the learning environment on children's well-being in early childhood through a literature review approach. The research employed a literature review method by analyzing various relevant academic sources, including national and international journal articles, scholarly books, and previous research findings related to learning environments and children's well-being. Data were collected through processes of identification, selection, and critical analysis of literature concerning physical, social, and emotional learning environments in early childhood education settings. The findings indicate that learning environments designed to be safe, comfortable, and supportive of positive interactions between teachers and children contribute significantly to improving children's well-being. A conducive learning environment fosters children's sense of security, happiness, active participation in learning activities, and socio-emotional development. Therefore, effective management of the learning environment is considered an important strategy for educators and early childhood institutions in promoting children's overall well-being
Peran Interaksi Sosial Dalam Meningkatkan Kesejahteraan Anak Usia Dini Alya Tulhasanah; Taopik Rahman; Risbon Siantur
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.v6i1.1091

Abstract

This study aims to examine the role of social interaction in enhancing the well-being of early childhood. Child well-being includes social, emotional, and psychological aspects that are crucial for child development. Social interaction is a key factor influencing a child's ability to communicate, cooperate, and manage emotions. This study uses a qualitative approach with a literature review method by analyzing relevant sources. The results indicate that positive social interaction with peers, parents, and teachers can improve children's social skills and overall well-being. Supportive environments also help children develop self-confidence and adapt effectively to their surroundings. Therefore, the role of parents and educators is essential in creating an environment that supports children's development. Additionally, structured learning methods, such as Beyond Centers and Circle Time, have been shown to enhance social interaction among children in educational settings
Efikasi Diri Guru dalam Mengelola Kelas Inklusif: Tantangan dan Harapan Untuk Children Well-being PAUD Berkebutuhan Khusus Yunengsih Nurul Hidayah; Taopik Rahman; Ribson Siantur
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.v6i1.1092

Abstract

This study aims to analyze teacher self-efficacy in managing inclusive classrooms, focusing on teachers' beliefs in their ability to maintain the well-being of early childhood children with special needs. The research method employed is a literature review, analyzing 15 relevant scientific journal articles. The findings indicate that self-efficacy is a key predictor of successful classroom management and instructional interaction. Teachers with high self-efficacy are capable of transforming operational challenges into humanistic pedagogical strategies, supported by stable emotional regulation skills. The conclusion emphasizes that the well-being of children with special needs in early childhood education settings heavily depends on collaborative synergy among educators and the strengthening of teachers' internal beliefs. Enhancing literacy regarding Individualized Education Programs (IEP) and institutional support are determining factors in realizing socially just inclusive education
Strategi Pembelajaran Berbasis Children's Well Being Pada Pendidikan Anak Usia Dini Trya Ardiani; Taopik Rahman; Risbon Sianturi
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.v6i1.1093

Abstract

Learning strategies in early childhood education play a crucial role in supporting children’s holistic development and well-being. The global shift in educational paradigms emphasizes children’s well-being as a central indicator of educational quality; however, studies integrating children’s well-being explicitly into learning strategies remain limited. This study aims to analyze learning strategies that support children’s well-being through child-centered learning approaches, safe and inclusive learning environments, and positive social interactions. The research employed a qualitative approach using a literature review with descriptive analysis of scholarly publications related to early childhood education. Data were analyzed through selection, categorization, conceptual synthesis, and thematic interpretation to identify patterns of effective learning strategies. The findings indicate that learning strategies emphasizing active child participation, emotional support, play-based learning, and warm teacher– child relationships significantly enhance children’s emotional, social, and cognitive well-being. This study contributes conceptually by positioning children’s well-being as a pedagogical foundation for designing learning strategies in early childhood education. The findings highlight that integrating well-being into learning practices is essential for creating high- quality, inclusive, and meaningful early childhood learning experiences
Pengaruh Lingkungan Keluarga terhadap Children Well-Being Anak Usia Dini: Systematic Literature Review Salma Nur Septiani; Taopik Rahman; Risbon Sianturi
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.v6i1.1094

Abstract

This study aims to comprehensively examine the influence of the family environment on early childhood children’s well-being through a Systematic Literature Review (SLR) approach. The study employed an SLR design following the PRISMA guidelines, involving the identification, screening, and analysis of relevant scholarly articles from various academic databases. The inclusion criteria focused on recent studies addressing family environment and early childhood well-being. The findings reveal that the family environment plays a crucial role in shaping children’s well- being, influenced by factors such as family interaction quality, parenting styles, parental involvement, family-based interventions, and modern environmental factors including digital technology use. The study further identifies social-emotional development as a key mediating mechanism linking family environment and children’s well-being. In addition, early family-based interventions are found to be more effective and sustainable compared to interventions implemented at later developmental stages. The novelty of this study lies in integrating multiple dimensions of the family environment into a comprehensive analytical framework and emphasizing social-emotional development as a central mediating variable. This study contributes to enriching the theoretical discourse on children’s well-being and provides practical implications for developing parenting programs, family-based interventions, and early childhood education policies
Meningkatkan Childer Wall Being Melalui Keseimbangan Aktifitas Bermain dan Belajar Pada Anak Usia Dini Eva Dwi Yulianti; Taopik Rahman; Risbon Sianturi
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.v6i1.1095

Abstract

Children's well-being is a state of well-being that encompasses physical, emotional, social, and cognitive aspects. According to John W. Santrock, early childhood development will be optimal if basic needs are met in a balanced manner. One way to achieve this is through a balance between play and learning. Play contributes to happiness, creativity, and social skills, while learning supports cognitive and language development. Lev Vygotsky emphasized that play plays a crucial role in child development. An imbalance between these two activities can lead to stress or suboptimal child development. This research uses literature studies and shows that the balance between play and learning can improve children's well-being and support children's overall development
Strategi Penguatan Nilai Spiritual dalam Meningkatkan Child Well-Being Anak Usia Dini di Era Digital Risma Nadhitul Izmah; Taopik Rahman; Risbon Sianturi
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.v6i1.1096

Abstract

This study aims to analyze strategies for strengthening spiritual values in improving child well-being in early childhood in the digital era. This research uses a qualitative approach through a literature review by examining relevant scientific articles, books, and reports published in the last ten years. The results show that excessive use of digital technology can negatively affect children's emotional and social development, including reduced social interaction and emotional regulation (Twenge & Campbell, 2018). Strengthening spiritual values such as religious habituation, moral education, and emotional awareness can improve children's well-being by fostering emotional stability, positive behavior, and a sense of security (Pandya, 2018). In addition, collaboration between family and educational institutions plays a significant role in implementing spiritual values effectively. Therefore, structured spiritual-based educational strategies are recommended to support children's holistic development in the digital age

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