cover
Contact Name
Muhammad Amin
Contact Email
jurnalarraihanahpiaud@gmail.com
Phone
+6285278684453
Journal Mail Official
jurnalarraihanahpiaud@gmail.com
Editorial Address
LPPM STAI Al-Kifayah Riau (Jalan Uka Kelurahan Air Putih, Kecamatan Tuah Madani Kota Pekanbaru Provinsi Riau)
Location
Kota pekanbaru,
Riau
INDONESIA
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
ISSN : 26147831     EISSN : 28305868     DOI : https://doi.org/10.53398/arr
Core Subject : 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.
Articles 242 Documents
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