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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 277 Documents
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Strategi Guru Dalam Penanaman Nilai-Nilai Antikorupsi Pada Anak Kelompok B di TK Kasih Bunda Beringin Nelly Agustina; Arini Julia Ningsih; Dina Amaria
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (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.v6i2.1215

Abstract

Instilling anti-corruption values from early childhood is considered a strategic preventive approach, given that the 5–6 year period is the most intensive phase of character formation. This study aims to analyze the strategies used by teachers to cultivate anti-corruption values in children aged 5–6 years at TK Kasih Bunda Beringin. A qualitative approach with a case study design was employed. Data were collected through passive-moderate participatory observation, semi-structured interviews with three Group B teachers, and document analysis of daily lesson plans from February to March 2026. Data analysis followed the Miles, Huberman, and Saldaña (2014) interactive model, comprising data condensation, data display, and conclusion drawing, with source triangulation and member checks to ensure credibility. The findings reveal ten integrated strategies applied by teachers: habituating honesty, modeling exemplary behavior, storytelling, role-play, reward and consequence systems, discipline habituation, responsibility cultivation, queuing practice, returning peers' belongings, and group cooperation. A distinctive finding is that these strategies do not operate in isolation but form an interconnected pedagogical ecosystem, with teacher modeling as its primary foundation. The study also identifies barriers, including inconsistent home-based habituation and varying individual responses among children. The novelty lies in its pedagogical process perspective, distinguishing it from prior studies that predominantly measure children's behavioral outcomes
Evaluasi Program Pendidikan Pada Anak Usia Dini Menggunakan Model CIPP Nelly Agustina; Rizky Hermalia; Zuraidah Hanum Nasution; Nayla Cantika Nur Azizah
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (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.v6i2.1216

Abstract

Program evaluation is an essential component of early childhood education (ECE) to ensure the achievement of learning objectives and improve the quality of educational services. One of the most widely used evaluation approaches is the Context, Input, Process, Product (CIPP) model because it provides a comprehensive framework for assessing program planning, implementation, and outcomes. This study aims to analyze the implementation of the CIPP model in evaluating early childhood education programs and to identify its benefits and challenges based on previous research findings. This study employed a qualitative approach using a literature review method. Data were collected from national and international journal articles, academic books, conference proceedings, and policy documents related to early childhood education program evaluation and the CIPP model. Data were analyzed using content analysis through data reduction, categorization, interpretation, and synthesis of previous research findings. The results indicate that the CIPP model is a systematic and comprehensive evaluation approach because it assesses program needs (context), resource readiness (input), implementation processes (process), and program outcomes (product). The application of the CIPP model enables early childhood education institutions to identify program strengths, weaknesses, and areas for continuous improvement, thereby enhancing the quality of educational services. Therefore, the CIPP model is considered an appropriate evaluation framework for supporting continuous quality improvement in early childhood education programs
Pengaruh Permainan Puzzle terhadap Motorik Halus Anak Usia 5-6 Tahun Zahira Auladina Solihah; Lutfi Nur; Risbon Sianturi
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (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.v6i2.1173

Abstract

This study investigates the effect of puzzle games on the fine motor skills of children aged 5–6 years. Although puzzles have frequently been used as educational media, empirical evidence comparing their effectiveness with conventional learning through a quasi-experimental design in Indonesian early childhood education remains limited. This research addresses this gap by examining the effectiveness of puzzle-based learning in improving children's fine motor development. A quasi-experimental study with a nonequivalent pretest-posttest control group design was conducted involving 20 children aged 5–6 years at TK PGRI Cibeureum, consisting of 10 children in the experimental group and 10 in the control group. Data were collected through observation using fine motor skill assessment instruments and analyzed using descriptive and inferential statistical techniques by comparing pretest and posttest scores between groups. The findings revealed that the experimental group achieved higher improvement than the control group, with mean scores increasing from 27.70 to 40.40, while the control group increased from 26.10 to 34.80. These findings demonstrate that puzzle games significantly enhance children's fine motor skills by improving hand-eye coordination, finger dexterity, concentration, and problem-solving abilities. This study contributes theoretically by strengthening evidence on play-based learning for fine motor development and practically recommends integrating puzzle games into early childhood learning activities to provide meaningful and developmentally appropriate stimulation
Pengaruh Penggunaan Media Puzzle Angka Terhadap Kemampuan Mengenal Bilangan Anak Usia 5–6 Tahun Ernanda Lysia Widiarti; Ermala Sari; Kestiyah Kestiyah
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (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.v6i2.1175

Abstract

This study addresses the limited use of concrete and play-based learning media in improving early numeracy skills among children aged 5–6 years, particularly in recognizing number symbols and relating them to quantities. Existing classroom practices often rely on conventional instruction that provides insufficient hands-on learning experiences. Therefore, this study aimed to examine the effect of number puzzle media on children's number recognition ability while providing empirical evidence regarding the effectiveness of concrete learning media in early childhood education. A quantitative approach with a pre-experimental one-group pretest–posttest design was employed involving 10 children in Group B at TK Kusuma Bangsa. Data were collected through pretest and posttest assessments and analyzed using a paired sample t-test. The findings revealed a significant improvement in children's number recognition ability after the implementation of number puzzle media. The mean score increased from 10.8 in the pretest to 14.8 in the posttest, with a significance value of p = 0.002 (< 0.05). These findings indicate that number puzzle media effectively facilitates children's understanding of number symbols through concrete, interactive, and play-based learning experiences. This study contributes to the growing body of evidence on the effectiveness of manipulative learning media in early childhood mathematics education. Practically, the findings provide recommendations for PAUD teachers to integrate number puzzle media into numeracy instruction to create more engaging, meaningful, and developmentally appropriate learning environments
Implementasi Muatan Lokal (Mulok) pada Pembelajaran Terpadu Tematik di TK Pembina Negeri III Andya Rahmadanti Saputri; Naila Naila; Anisa Sriwahyuni; Winda Sherly Utami; Annisha Erdaliameta
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (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.v6i2.1177

Abstract

This study aimed to describe the implementation of integrated thematic learning based on local content at TK Negeri Pembina III Jambi City. The focus of the study included learning planning, implementation, evaluation, challenges, and the impact of local content-based learning on children's development. The study employed a descriptive qualitative method. Data were collected through observation, interviews, and documentation involving the principal and teachers as research participants. The data were analyzed through data reduction, data display, and conclusion drawing. The findings revealed that integrated thematic learning based on local content had been incorporated into learning themes through the introduction of local foods, Jambi batik, and traditional games. The learning process was carried out through activities that actively engaged children, creating meaningful and concrete learning experiences. Learning evaluation was conducted using observation, anecdotal records, developmental checklists, and portfolios. Several challenges were identified, including limited local culture-based learning media, restricted utilization of the surrounding environment as a learning resource, and the influence of technological developments on children's interest in local culture. The implementation of integrated thematic learning based on local content had positive impacts on children's activeness, creativity, social skills, and cultural understanding. Therefore, the development of local content-based learning should be continuously enhanced through the provision of adequate learning resources and the strengthening of teachers' competencies in integrating local culture into learning activities
Implementasi Pembelajaran Berbasis Steam Melalui Proyek Kincir Angin Pada Anak Usia 5-6 Tahun Di TK Rancabogo Resti Widiyanti; Dindin Abdul Muiz Lidinillah; Qonita Qonita
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (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.v6i2.1179

Abstract

This study aimed to describe the implementation of Science, Technology, Engineering, Arts, and Mathematics (STEAM)-based learning through a windmill-making project for children aged 5–6 years at TK PGRI Rancabogo. The study employed a qualitative approach involving 10 children in Group B aged 5–6 years and one classroom teacher as the research participants. Data were collected through observation, interviews, and documentation. Data analysis followed the Miles, Huberman, and Saldaña model, including data condensation, data display, and conclusion drawing. The findings revealed that the windmill-making project successfully integrated the five STEAM components into a unified learning activity. The Science component was reflected in children's observations of the relationship between wind and the movement of the windmill. Technology was demonstrated through the use of various tools and materials during the construction process. Engineering emerged as children designed, assembled, tested, and refined the windmill to function properly. Art was represented through children's selection of colors and the creation of diverse windmill designs based on their creativity. Mathematics was integrated through activities involving the identification of geometric shapes, counting the number of sides, and comparing the speed of the windmill's rotation. Overall, the project provided meaningful, hands-on learning experiences that actively engaged children while integrating STEAM concepts in an authentic learning context
Implementasi Pembelajaran Berbasis Steam Melalui Kegiatan Ecoprint Pada Anak Usia 5–6 Tahun Di TK FII Mardhotillah Alfika Nabila; Dindin Abdul Muiz Lidinillah; Qonita Qonita
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (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.v6i2.1181

Abstract

Science, Technology, Engineering, Art, and Mathematics (STEAM)-based learning requires learning activities that provide direct learning experiences for young children. One activity with the potential to support the implementation of STEAM-based learning is ecoprint. This study aimed to describe the implementation of STEAM-based learning through ecoprint activities for children aged 5–6 years at TK Fii Mardhotillah. This study employed a qualitative method with a descriptive approach. The participants consisted of one classroom teacher and ten children aged 5–6 years from Group B1. Data were collected through observation, interviews, and documentation, and analyzed using the Miles, Huberman, and Saldaña model, including data condensation, data display, and conclusion drawing. The findings revealed that the implementation of STEAM-based learning through ecoprint activities demonstrated the Science aspect through observing the characteristics of natural materials, Technology through the use of simple tools and materials, Engineering through arranging, testing, and refining the artwork, Art through creating artwork based on children's ideas, and Mathematics through introducing the concepts of shape, size, and sequence, which were integrated through scaffolding activities within the learning process. Ecoprint activities also provided opportunities for children to actively engage in exploration, decision-making, and simple problem-solving throughout the learning process. Therefore, within the context of this study, ecoprint has the potential to serve as an alternative approach for implementing STEAM-based learning in early childhood education.
Implementasi Pembelajaran Berbasis Steam Melalui Kegiatan Membuat Perahu Nelayan Pada Anak Usia 5-6 Di TK Fii Mardhotillah Shofia Zahra Rizqia; Dindin Abdul Muiz Lidinillah; Qonita Qonita
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (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.v6i2.1184

Abstract

STEAM (Science, Technology, Engineering, Arts, and Mathematics) learning for early childhood can provide meaningful learning experiences through exploration, experimentation, and problem-solving activities. However, research examining the implementation of STEAM through integrated project-based activities and the emergence of various children's abilities during the learning process is still limited. This study aims to describe the implementation of STEAM learning through the activity of making a fishing boat and examine the various abilities that emerge during the learning process. This study used a qualitative method. The research participants consisted of 11 children aged 5–6 years from Group B1 of Fii Mardhotillah Kindergarten, while the interview informants were class teachers. Data were collected through observation, interviews, and documentation studies. Data analysis used the Miles & Huberman model which includes data reduction, data presentation, and drawing conclusions. The results showed that all elements of STEAM were implemented in an integrated manner in the learning activities. During the learning process, children demonstrated basic science process skills. In addition, the boat-making activity also fostered problem-solving skills through the process of testing and improving designs, developing creativity in product design, and active involvement of children during the learning process. This study concludes that STEAM learning through fishing boat-building activities provides meaningful, contextual, and integrated learning experiences that support the development of various early childhood abilities. The findings are expected to serve as a reference for early childhood education teachers in designing more innovative and meaningful project-based STEAM learning
Implementasi Pembelajaran berbasis STEAM melalui Kegiatan Pembuatan Gasing di TK PGRI Purbaratu Gusthine Almeera Irawan; Dindin Abdul Muiz Lidinillah; Qonita Qonita
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (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.v6i2.1185

Abstract

STEAM (Science, Technology, Engineering, Arts, and Mathematics)-based learning is an approach that can be used to develop various 21st-century skills in early childhood through active and meaningful learning experiences. This study aimed to describe the implementation of STEAM-based learning through a spinning-top making activity for children aged 5–6 years at TK PGRI Purbaratu. This study employed a qualitative approach involving one classroom teacher and 15 children in Group B. Data were collected through observation, interviews, and documentation and analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings showed that the spinning-top making activity provided opportunities for children to experience the implementation of each STEAM element through different learning activities. Science was reflected in observing, predicting, and experimenting; technology in the use of simple tools; engineering in selecting materials, constructing, testing, and improving the spinning top; arts in decorating the product; and mathematics in counting and recognizing geometric shapes. Therefore, the spinning-top making activity illustrates how a traditional play activity can meaningfully support the implementation of STEAM-based learning in early childhood education
Validitas dan Reliabilitas Instrumen Penerimaan Pendekatan Pembelajaran Mendalam Pada Guru TK Leni Puspita Dewi; Dadan Nugraha; Qonita Qonita
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (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.v6i2.1187

Abstract

This study was motivated by the limited availability of valid and reliable instruments for measuring kindergarten teachers’ acceptance of pedagogical deep learning, despite the important role of teacher acceptance in supporting the implementation of pedagogical innovations. The availability of a high-quality measurement instrument is essential for obtaining accurate information regarding teachers’ acceptance of pedagogical deep learning. Therefore, this study aimed to examine the validity and reliability of an instrument designed to measure kindergarten teachers’ acceptance of pedagogical deep learning through a pilot study. A quantitative approach with a pilot study design was employed. The participants consisted of 30 kindergarten teachers selected through convenience sampling based on accessibility and willingness to participate in the study. Data were collected using a five-point Likert-scale questionnaire comprising 22 items developed based on four constructs of the Technology Acceptance Model (TAM), namely perceived usefulness, perceived ease of use, attitude toward implementation, and behavioral intention to implement. Data were analyzed using item-total correlation for validity testing and Cronbach’s Alpha coefficient for reliability testing. The results indicated that all 22 items met the validity criteria, with item-total correlation coefficients exceeding the critical r-value (0.3610). Reliability analysis revealed Cronbach’s Alpha coefficients ranging from 0.600 to 0.791 across the four constructs, while the overall instrument achieved a reliability coefficient of 0.927. These findings indicate that the instrument demonstrates adequate measurement quality and is suitable for use in the main study. This study contributes to the preliminary development and validation of an instrument for measuring teachers’ acceptance of pedagogical deep learning in early childhood education settings

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