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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 264 Documents
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Efektivitas Metode Read Aloud Terhadap Kemampuan Berpikir Kritis Anak Usia 5-6 Tahun Yayu Fauziah; Purwati Purwati; Alfian Azhar Yamin
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.v6i2.1190

Abstract

This study aimed to determine the effectiveness of the read-aloud method in enhancing the critical thinking skills of children aged 5–6 years at PGRI Kedunghalang Kindergarten, Tasikmalaya Regency. A quasi-experimental research method with a non-equivalent control group design was employed. The research subjects comprised two groups: Class B2 as the experimental group (n = 10) and Class B1 as the control group (n = 10). Data collection was conducted through structured observation using 12 behavioral indicators adapted from Robert Ennis's dimensions of critical thinking. Data analysis involved descriptive statistics, the Normalized Gain (N-Gain) test, and parametric inferential statistics (Independent Sample t-Test) following the fulfillment of normality and homogeneity test prerequisites. Descriptive analysis results showed an increase in the experimental group's mean score from 24.0 to 39.3, while the control group's score rose from 21.2 to 28.9. The N-Gain test confirmed that the experimental group achieved an improvement efficiency index of 63% (moderate category), representing a significantly higher gain compared to the control group, which achieved only 28% (low category). Furthermore, the Independent Sample t-Test results indicated a significant difference in critical thinking skills between the two groups (sig. < 0.05). It is concluded that the read-aloud method, combined with dialogic scaffolding, is highly effective in stimulating the foundations of higher-order thinking skills in early childhood, as opposed to conventional, one-way teaching methods
Pengembangan Media Game Interaktif Wordwall Untuk Memfasilitasi Kemampuan Berpikir Komputasional Anak Usia 5-6 Tahun Syifa Faujiyah; Taopik Rahman; Anggi Maulana Rizqi
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.v6i2.1193

Abstract

Computational thinking is a crucial 21st-century skill that needs to be cultivated from an early age to prepare children for the challenges of the digital era. However, current instructional practices in early childhood education (PAUD) settings still rely heavily on worksheets as the primary medium; consequently, learning activities tend to be monotonous and do not optimally support the development of children's computational thinking skills. Addressing this issue, this study aims to develop Wordwall-based learning media to facilitate computational thinking skills in children aged 5–6 years. The study employs an Educational Design Research approach, adapting the McKenney and Reeves model, which comprises three main stages: analysis and exploration, design and development, and evaluation and reflection. The resulting product consists of four interactive Wordwall-based games specifically designed to stimulate elements of computational thinking, including decomposition, pattern recognition, abstraction, and algorithms. Data collection was conducted through observation, interviews, validation by subject matter and media experts as well as practitioners, and documentation. Subsequently, the data were analyzed using descriptive qualitative and quantitative approaches to assess the feasibility of the developed media. The results indicate that the Wordwall media was deemed feasible based on assessments by subject matter and media experts, following a series of revisions based on validator feedback. The media proved capable of creating a learning experience that is more interactive, engaging, and aligned with the learning characteristics of young children. Therefore, the Wordwall media is considered suitable for use as an alternative learning tool to facilitate computational thinking skills in children aged 5–6 years within early childhood education settings
Dinamika Pembelajaran Komunikasi Reseptif Anak dengan Autism Spectrum Disorder (ASD) melalui Penggunaan Media Flash Card Fauna Nur Anis; Risbon Sianturi; Aini Loita
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.v6i2.1194

Abstract

Receptive communication is one of the developmental domains that commonly presents challenges for children with Autism Spectrum Disorder (ASD). Although previous studies have demonstrated the effectiveness of visual media in improving communication skills among children with ASD, most have primarily focused on intervention outcomes, while the learning dynamics during media implementation remain underexplored. This study aimed to describe the dynamics of receptive communication learning through the use of Fauna Flash Cards for a child with ASD. A qualitative intrinsic case study was conducted at RA Raihan Persis 27 involving an eight-year-old child diagnosed with ASD. Data were collected through classroom observations, in-depth interviews, and documentation, and analyzed using thematic analysis with source and technique triangulation to ensure data credibility. The findings revealed that prior to the intervention, the child experienced difficulties in understanding verbal instructions, maintaining attention, and responding consistently to learning stimuli. The Fauna Flash Cards were implemented progressively through picture introduction, repeated instructions, prompting, simple games, and positive reinforcement, resulting in improved attention, picture recognition, and the emergence of simple vocabulary. The novelty of this study lies in its in-depth exploration of learning dynamics, including teacher–child interactions, children's responses, and contextual factors influencing the implementation of visual media in receptive communication learning. Scientifically, this study enriches the literature on visual media-based receptive communication learning in inclusive early childhood education. Practically, the findings provide guidance for teachers, therapists, and parents to implement Fauna Flash Cards systematically and adaptively according to the learning characteristics of children with ASD
Pengembangan Media GARDA Untuk Pengenalan Lambang Garuda Pancasila Pada Anak Usia 5-6 Tahun Rizqi Rahmawati; Ervin Nurul Affrida
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.v6i2.1196

Abstract

This study addresses the limited ability of children aged 5–6 years to recognize the Garuda Pancasila emblem and understand the principles of Pancasila due to predominantly verbal instruction and the lack of concrete learning media. The study aimed to develop and evaluate the feasibility and effectiveness of the GARDA (Garuda Pancasila) learning media for early childhood education. This research employed a Research and Development (R&D) approach using the Borg and Gall model adapted into eight development stages, involving 13 children from Group B1 at Sulthon Aulia Kindergarten. Data were collected through expert validation questionnaires, observations, and pre-test and post-test assessments. The findings indicate that GARDA achieved high feasibility, obtaining 78% from media experts and 94% from material experts. Statistical analysis revealed a significant improvement in children's recognition of the Garuda Pancasila emblem, with a mean gain (Md) of 5 and a t-value of 15.15, exceeding the critical value at the 5% significance level. These findings demonstrate that GARDA not only improves children's cognitive achievement in recognizing national symbols but also provides meaningful, concrete, and interactive learning experiences consistent with the cognitive characteristics of early childhood. The novelty of this study lies in the development of an acrylic magnetic learning medium integrating visual-symbolic activities with Pancasila character education. The study contributes to strengthening the body of knowledge on concrete learning media for civic education in early childhood and offers practical guidance for teachers in implementing engaging, child-centered learning to foster national identity from an early age
Analisis Kebutuhan Pengembangan Model Pendidikan Karakter Empati Anak Usia 5–6 Tahun Berbasis Teori Hoffman Melalui Picture Story Card Meli Nurkharisma; Purwati Purwati; Fauziah Syarifatul Huriyah
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.v6i2.1199

Abstract

Empathy is a fundamental socio-emotional competence in early childhood; however, empathy learning in preschool settings is generally implemented incidentally rather than through a systematic instructional model. This study aimed to analyze the needs for developing an empathy character education model for children aged 5–6 years based on Hoffman's Theory using Picture Story Cards as the foundation for the subsequent design phase. The study employed Educational Design Research (EDR) at the analysis and exploration stage. Data were collected through classroom observations, semi-structured interviews, and document analysis at TK Islam Al Azhar 33 Tasikmalaya and were analyzed qualitatively using the Miles, Huberman, and Saldana interactive model. The findings identified three major needs: (1) children demonstrated varying levels of empathy, particularly in recognizing emotions, expressing concern, and regulating social behavior; (2) teachers' efforts to foster empathy remained reactive and situational rather than systematically integrated into instructional practice; and (3) no instructional model or learning media specifically addressed empathy development based on Hoffman's developmental stages. The novelty of this study lies in establishing the conceptual foundation for integrating Hoffman's empathy development framework with Picture Story Cards into an early childhood character education model, an approach that has received limited attention in previous studies. Theoretically, the findings extend the application of Hoffman's Theory to instructional design in early childhood education. Practically, they provide evidence-based guidance for developing a structured, contextually relevant, and developmentally appropriate empathy learning model for preschool teachers
Peningkatan Kemampuan Mengenal Angka Anak Usia 4–5 Tahun melalui Penerapan Media Number Maze Magnetic Elsa Husnul Khotimah; Dadan Nugraha; Anggi Maulana Rizki
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.v6i2.1201

Abstract

Number recognition is a fundamental component of early numeracy development; however, previous studies indicate that early childhood learning is still largely dominated by worksheets and conventional instructional media, providing limited opportunities for concrete and interactive learning experiences. Existing studies have primarily employed conventional maze media, while magnetic-based learning media remain underexplored. This study aimed to improve the number recognition skills of children aged 4–5 years through the implementation of the Number Maze Magnetic, an instructional medium integrating maze games with magnetic manipulation activities. The study employed Classroom Action Research based on the Kemmis and McTaggart model involving two cycles with 15 children from Group A of TK Islam Amal Sholeh. Data were collected through observation, documentation, and field notes and analyzed using descriptive quantitative and qualitative techniques. The findings revealed a consistent improvement in children's number recognition skills, increasing from 44.16% in the pre-cycle to 65.62% in Cycle I and 87.50% in Cycle II. Beyond improving learning outcomes, the media also enhanced children's engagement, motivation, and active participation through meaningful hands-on learning experiences. The novelty of this study lies in the development of a magnetic maze learning medium that simultaneously integrates number recognition, number sequencing, and quantity-symbol matching into a single educational game. These findings imply that Number Maze Magnetic offers a practical and innovative instructional alternative for early childhood teachers to design interactive, child-centered numeracy learning activities that are easily implemented in classroom settings
Analisis Kebutuhan Pengembangan Media Papan Pintar Hijaiyah (PAPINJAI) dalam Pengenalan Huruf Hijaiyah Anak Usia 3-4 Tahun Lala Lajimah; Taopik Rahman; Anggi Maulana Rizqi
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.v6i2.1202

Abstract

Introducing Hijaiyah letters during early childhood is fundamental for developing Qur'anic literacy and strengthening children's religious values. However, existing studies have predominantly evaluated the effectiveness of learning media, while limited attention has been given to identifying teachers' needs as the basis for developing media that aligns with the developmental characteristics of children aged 3–4 years. This study aimed to analyze the needs for developing the Hijaiyah Smart Board (PAPINJAI) as an interactive learning medium. A descriptive qualitative approach employing needs analysis was conducted with three Class A teachers from three Early Childhood Education (ECE) institutions. Data were collected through observations, semi-structured interviews, and documentation and analyzed using the Miles, Huberman, and Saldaña interactive model. The findings revealed that Hijaiyah learning was still dominated by lectures, question-and-answer sessions, repetition, and conventional media such as letter cards, posters, whiteboards, and Iqra' books, resulting in children's limited attention, motivation, and active participation. All participating teachers consistently emphasized the need for colorful, manipulative, play-based, and interactive media that enable children to touch, arrange, and move Hijaiyah letters directly. The novelty of this study lies in providing an empirical needs-analysis framework as the foundation for developing PAPINJAI, a learning medium specifically designed according to the developmental characteristics of children aged 3–4 years. This study contributes scientifically by generating evidence-based design requirements for early childhood Islamic learning media and provides practical implications for developing more engaging, developmentally appropriate, and child-centered learning media in ECE settings
Eksplorasi Pengalaman Orang Tua Milenial Menggunakan Worksheet Tracing sebagai Alternatif Belajar Anak Usia 4–6 Tahun Siti Nurpadila; Gilar Gandana; Anggi Maulana Rizqi
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.v6i2.1203

Abstract

Millennial parents face increasing challenges in balancing children's digital exposure with developmentally appropriate learning activities. Previous studies have predominantly examined the effectiveness of tracing worksheets in improving children's fine motor skills, while little attention has been given to parents' lived experiences in integrating these media into everyday parenting practices. This study addresses this gap by exploring the subjective experiences of millennial parents using educational tracing worksheets as an alternative learning medium for children aged 4–6 years. Employing a descriptive phenomenological design, eight millennial parents were purposively selected and interviewed using semi-structured in-depth interviews. Data were analyzed through Moustakas' transcendental phenomenological procedures. Five essential themes emerged: tracing worksheets as a strategy to reduce gadget dependency, parental patience as both a prerequisite and an outcome of accompaniment, creative motivational strategies, strengthened parent-child emotional bonding, and tracing worksheets as a perceived writing-readiness medium. Ambivalent experiences, including concerns about visual fatigue and instructional dependency, were also identified. The novelty of this study lies in revealing tracing worksheets as a relational parenting medium that simultaneously negotiates digital parenting concerns, emotional interaction, and parental self-regulation, extending previous research that primarily emphasized children's developmental outcomes. The findings contribute theoretically to understanding digital parenting from a phenomenological perspective and practically suggest that tracing worksheets should be implemented through responsive parental guidance and integrated home-school collaboration to support balanced early childhood learning in the digital era
Penerapan Kegiatan Bermain Uno Stacko Untuk Menstimulasi Kemampuan Regulasi Emosi Anak Usia 5-6 Tahun di TK Qur’an Savaty Raihanah Mardatillah; Herman Herman; Muhammad Yusri Bachtiar
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.v6i2.1205

Abstract

The Implementation of Uno Stacko Play Activities to Stimulate the Emotional Regulation Ability of Children Aged 5–6 Years at TK Qur'an Savaty. Undergraduate Thesis. Early Childhood Teacher Education Study Program, Faculty of Education. This study aimed to describe the implementation of Uno Stacko play activities in stimulating the emotional regulation ability of children aged 5–6 years at TK Qur'an Savaty. The research employed a descriptive qualitative approach involving the principal, the classroom teacher, and children in Group B1 as the data sources. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings revealed that the implementation of Uno Stacko play activities during free play successfully stimulated children's emotional regulation ability. This was reflected in three aspects: recognizing emotions, managing emotions, and expressing emotions appropriately. The children were able to recognize feelings of happiness, disappointment, and enthusiasm during play, manage their emotions when facing challenges or losing the game, and express their emotions appropriately by being patient, cooperative, respecting others, and following the rules of the game. The teacher's role as a facilitator through guidance, assistance, and positive reinforcement also supported the development of children's emotional regulation. Therefore, Uno Stacko play activities can serve as an alternative play activity to stimulate the emotional regulation ability of children aged 5–6 years
Stimulasi Multisensori sebagai Fondasi Pembentukan Karakter pada Anak Usia Dini Mimin Sa’adah; Purwati Purwati
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.v6i2.1206

Abstract

Early childhood is recognized as the golden age, a critical period for establishing neurological foundations and character traits that influence subsequent stages of development. Multisensory stimulation, defined as structured stimulation of the tactile, vestibular, proprioceptive, visual, auditory, olfactory, and gustatory systems, is considered an important approach but has not yet been comprehensively explored. This article aims to synthesize research findings published between 2020 and 2026 regarding the relationship between sensory stimulation and character development in early childhood, including the values of discipline, independence, responsibility, self-confidence, cooperation, empathy, and emotional regulation. This study employed a literature review using a qualitative descriptive-analytical approach. The data were analyzed through content analysis and narrative synthesis. The findings indicate that well-structured sensory stimulation delivered through multisensory play activities enhances children's emotional regulation, independence, and social interaction. Furthermore, sensory stimulation functions as a neurological mediator for the internalization of character values within the framework of moral knowing, moral feeling, and moral action. It can be concluded that early childhood education curricula should systematically integrate evidence-based sensory stimulation. In addition, the competencies of teachers and parents need to be strengthened to create sensory-rich environments that are responsive to the unique developmental needs of each child

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