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ihyaulum
Published by Universitas Islam Makassar
ISSN : -     EISSN : 29628504     DOI : https://doi.org/10.59638/ihyaulum.v1i1
Core Subject : Religion, Humanities, Education,
Religion Humanities Education Languange, Linguistic, Communication & Media Other
Ihya Ulum: Early Childhood Education Journal is a research-based journal that contains the latest issues in educational development in the field of Early Childhood Education. This journal is published by the Early Childhood Education Teacher Education Study Program, Faculty of Teacher Training and Education, Makassar Islamic University. This journal aims to publish and disseminate the results of research and studies on education. The articles published are the results of research or thoughts in the field of education conducted by researchers, teachers, and educational practitioners. This journal is published periodically three times a year, namely March, July and November. E-ISSN 2962-8504
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 70 Documents
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Local Wisdom-Based Multicultural Pedagogy: The Foundation of Character and Tolerance Building in Early Childhood Education Muhammad Akil Musi; Ramlah Yusran; Usman Usman; Nidha Eka Restuti Munawir
Ihya Ulum: Early Childhood Education Journal Vol 4 No 1 (2026): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v4i1.870

Abstract

Early Childhood Education (ECE) plays a pivotal role in shaping children's character and foundational competence. However, integrating local wisdom into the curriculum is often uneven and risks fostering cultural bias if not systematically balanced with broader multicultural values. This study examines the conceptual frameworks, implementation strategies, and effectiveness of local culture integration while developing a comprehensive multicultural teaching model for ECE. Employing a systematic literature review design, this study analyzed peer-reviewed research articles published between 2017 and 2024. The data analysis process advanced through rigorous selection, data display, and conclusion drawing/verification, with trustworthiness established via theoretical triangulation. The synthesis of the literature revealed three core findings: (1) integrating cultural values, folklore, traditional rituals, and cooperative games significantly strengthens children's prosocial behaviors; (2) deploying flexible learning tools spanning digital, print, and physical modalities successfully accommodates diverse early childhood developmental needs; and (3) establishing a curriculum equilibrium fosters an optimal balance between local cultural pride and global tolerance. Grounded in Vygotsky's Socio-cultural Theory and Bronfenbrenner's Bioecological Systems Theory, this study presents a structured pedagogical framework designed to mitigate cultural bias. This is achieved by leveraging educators' cultural competencies, structural policy support, and collaborative community teamwork. Ultimately, this research provides vital theoretical background and practical guidance for curriculum developers and ECE practitioners to engineer culturally sensitive, equitable, and highly inclusive early learning environments.
Digital Parenting Practices and The Development of Social-Emotional Character In Early Childhood: A Case Study At Wahyu Kindergarten Nurjannah Nurjannah; Anggi Wulandari; Risnawati Rasyid; Nuraisah Nuraisah; Hajerah Hajerah
Ihya Ulum: Early Childhood Education Journal Vol 4 No 1 (2026): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v4i1.826

Abstract

The use of digital media by young children without parental supervision has been widely examined through quantitative approaches. However, qualitative research exploring how family digital parenting practices and teachers' roles jointly shape young children's social-emotional character within a small-scale early childhood education setting remains limited, particularly in the Indonesian context. This study addresses this gap by examining how parental digital parenting practices and teachers' roles collaboratively contribute to the development of children's social-emotional character at Wahyu Kindergarten. A qualitative case study design was employed, involving twelve purposively selected participants comprising one principal, three teachers, and eight parents. Data were collected through participant observation, semi-structured interviews, and document analysis, and were analyzed using data reduction, data display, and conclusion drawing. The trustworthiness of the findings was ensured through source and methodological triangulation. The findings indicate that unsupervised digital device use is associated with reduced face-to-face social interaction, weakened self-discipline, and increased individualistic tendencies among young children. In contrast, communicative digital parenting accompanied by active parental guidance supports the development of responsibility, politeness, and social skills. These positive outcomes are further reinforced by teachers through behavioral modeling and the facilitation of positive peer interactions within the school environment. Theoretically, this study contributes a collaborative framework for parents and teachers to promote balanced digital parenting practices that support the development of young children's social-emotional character in early childhood education settings.
Environmental Health Literacy and Clean and Healthy Living Behavior Teaching Practices among Early Childhood Teachers: Mediating Role of Teaching Self-Efficacy Edi Hasan; Muhammad Nasir; Muhammad Wajdi; Usman Usman
Ihya Ulum: Early Childhood Education Journal Vol 4 No 1 (2026): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v4i1.976

Abstract

Implementing Clean and Healthy Living Behavior (CHLB) in early childhood education requires teachers with adequate Environmental Health Literacy (EHL) and strong Teaching Self-Efficacy (TSE). However, empirical evidence explaining how EHL translates into CHLB instructional practices remains limited. This study examined the effect of EHL on CHLB instructional practices, with TSE as a mediating variable. A quantitative explanatory research design was employed involving 150 kindergarten teachers from 53 kindergartens in Rappocini District, Makassar, Indonesia, selected through cluster sampling. Data were collected using a structured questionnaire measuring three latent constructs: Environmental Health Literacy, Teaching Self-Efficacy, and CHLB instructional practices. The data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The results showed that EHL had a positive and significant effect on TSE (? = 0.747, p < 0.001) and CHLB instructional practices (? = 0.456, p < 0.001). TSE also positively influenced CHLB instructional practices (? = 0.272, p = 0.024) and partially mediated the relationship between EHL and CHLB instructional practices (? = 0.203, p = 0.031). These findings demonstrate that EHL is the primary driver of effective CHLB instructional practices, while TSE functions as a complementary psychological mechanism that translates teachers' competencies into instructional practice. The study extends the Health Literacy Framework and Social Cognitive Theory by explaining how teachers' environmental health competencies shape sustainable health-oriented teaching practices in early childhood education.
Peningkatan Kemampuan Berbahasa Reseptif Anak Usia 5-6 Tahun Melalui Media Gambar Fally Manafe; Supriadi Supriadi; Ashar Ashar
Ihya Ulum: Early Childhood Education Journal Vol 3 No 2 (2025): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v3i2.617

Abstract

This research is motivated by the low receptive language skills of children aged 5-6 years, especially in the aspect of recognizing letter symbols and understanding simple sentence structures. This study aims to improve children's receptive language skills through the use of picture media at Bina Kasih Kindergarten Makassar. The type of research used is Classroom Action Research (CAR) with the Kemmis and McTaggart model which includes the stages of planning, implementation, observation, and reflection. The research subjects were 8 students with data collection techniques including observation, interviews, and documentation. Data analysis was carried out descriptively to measure the percentage increase in children's reading ability at each stage of the cycle. The results showed a significant increase in children's receptive language skills gradually. In the pre-action condition, the average ability of children only reached 37.5% in the indicator of reading letter symbols and 34.3% in the indicator of reading syllables and sentences. After the intervention in Cycle I, children's abilities increased to 78% for reading letter symbols and syllables, and 62.5% for reading sentences. At the end of Cycle II, success peaked at 100% for symbol and syllable reading, and 93.75% for sentence reading. The use of visual media proved highly effective due to its concrete and realistic nature, attracting attention, clarifying understanding, and strengthening children's memory of new vocabulary. This study concluded that the creative and consistent application of visual media can optimally stimulate receptive language development in early childhood.
Implementasi Pembiasaan Nilai Agama, Moral Dan Sosial Melalui Kegiatan Mendongeng Anak Usia Dini Armiyanti Armiyanti; Mulyadi Mulyadi; Nasaruddin Nasaruddin
Ihya Ulum: Early Childhood Education Journal Vol 3 No 2 (2025): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v3i2.642

Abstract

This study aims to analyze in depth the implementation of the habituation of religious, moral, and social values ??through storytelling activities in early childhood at Aisyiyah Busthanul Athfal Nahung Kindergarten, Maros Regency. The decline in children's ethics and morality in the modern era is a fundamental challenge that underlies the importance of using interactive and fun narrative methods in early childhood education institutions. The method used in this study is descriptive qualitative. Data collection was carried out through technical triangulation which included passive participatory observation of children's daily behavior, in-depth interviews with the principal and class teachers of group B, and a study of daily curriculum documentation. Data analysis was carried out in a flowing manner using the Miles and Huberman model consisting of data reduction, data presentation, and drawing conclusions. The results of the study indicate that storytelling activities are a very effective pedagogical instrument for transforming abstract concepts into concrete behavior. Religious values ??were successfully internalized through the introduction of exemplary Islamic stories that encourage the habituation of daily worship. Moral values ??in the form of honesty and discipline were formed through the process of children's self-identification with the conflicts of the characters in the stories. Meanwhile, children's social values ??experience significant development, moving from an egocentric to a sociocentric orientation, marked by increased empathy and group cooperation in the classroom. The success of this method is largely determined by the consistency of story repetition (habituation), the variety of media used, and the educator's expressive competence in conveying the story's wisdom without appearing patronizing.
Pola Asuh Orang Tua Terhadap Sosial-Emosional Anak: Studi Deskriptif Di TK Al Ikram Moncongloe Bunga Norma; Ashar Ashar; Riskal Fitri
Ihya Ulum: Early Childhood Education Journal Vol 3 No 2 (2025): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v3i2.643

Abstract

The socio-emotional aspect is a primary determinant of early childhood's adaptability and long-term academic success. This study aims to comprehensively describe the implementation of parenting styles and their impact on the socio-emotional development profile of children aged 5–6 years at TK Al Ikram Moncongloe, Maros Regency. This location was selected purposively as it represents a sociological transition area from traditional values to a digital lifestyle (suburban). Employing a descriptive qualitative approach, data were collected through moderate participant observation, in-depth interviews with parents and teachers, and documentation studies. The results indicated that parenting styles in this area are concentrated in two dominant poles: authoritative/democratic (55%) and permissive (30%), with a residue of authoritarian parenting (15%). Authoritative parenting is proven to be the best catalyst for shaping stable emotional regulation and strong prosocial independence in children. Conversely, digital-permissive parenting, characterized by the provision of gadgets as a digital pacifier, negatively correlates with children's self-control, thereby triggering focus distortion and low collaborative abilities in the classroom. Meanwhile, authoritarian parenting triggers reactive aggression or extreme passivity due to repressive control. The novelty of this research reveals that in suburban areas, parents' digital literacy becomes a crucial variable in parenting. The implications of the study emphasize the urgency of harmonization between teacher guidance and authoritative parenting at home through structured educational parenting programs.
Peningkatan Kemampuan Kognitif Anak Kelompok B Melalui Metode Proyek Dahlia Ismail; Mulyadi Mulyadi; Nirwana Nirwana
Ihya Ulum: Early Childhood Education Journal Vol 3 No 2 (2025): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v3i2.644

Abstract

This study aims to improve early childhood cognitive abilities through the implementation of the project-based learning method in Group B at Annur Buloa Kindergarten, Makassar City. The background of the study is driven by the low skills of children in arranging, grouping, and ordering objects due to the dominance of passive, conventional learning methods. Cognitive ability is a crucial foundation for children's academic readiness; therefore, pedagogical innovations capable of optimally stimulating executive functions are urgently required. The research method employed is collaborative Classroom Action Research (CAR) conducted in two cycles. The research subjects consisted of 15 children who were observed through data collection techniques including participatory observation, interviews, and documentation. Data analysis was performed qualitatively and through descriptive quantitative measures to examine developmental trends in each cycle. The results demonstrate that the implementation of the project method significantly transforms children's cognitive abilities. Substantively, this change is characterized by an increase in children's independence in solving logical problems and accuracy in classifying objects using concrete media. The findings reveal that by the final cycle, the majority of children achieved the highly well-developed category, surpassing the predetermined success indicators. This study concludes that the project method is effective in enhancing cognitive abilities as it provides opportunities for children to become protagonists in their learning through exploration, inquiry, and collaboration. The teacher's role as a facilitator who provides adaptive guidance serves as the key factor in the success of this method. The implications of this study emphasize the importance of early childhood educators shifting from one-way instruction to more meaningful and contextual project-based learning strategies.
Peningkatan Kemampuan Sosial Emosional Anak Usia 5-6 Tahun Melalui Kegiatan Bermain Kooperatif Firawati HR; Sadaruddin Sadaruddin; Nasaruddin Nasaruddin
Ihya Ulum: Early Childhood Education Journal Vol 3 No 2 (2025): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v3i2.645

Abstract

This research was motivated by the low social-emotional skills of children aged 5-6 years at TK Riffat Ummul Mukminin, which were characterized by egocentric behavior, difficulty in sharing, and unstable emotional control due to exposure to individualistic digital technology. The primary objective of this study was to improve children's social-emotional skills through the implementation of cooperative play activities. The method employed was a collaborative Classroom Action Research (CAR) following the Kemmis and McTaggart model, consisting of two cycles with stages of planning, acting, observing, and reflecting. The research subjects comprised 15 children in Group B. Data collection techniques were conducted through systematic observation, documentation, and interviews, using an observation sheet as the instrument to measure indicators of cooperation, mutual assistance, compliance with rules, and sharing ability. The results showed a significant behavioral transformation at each stage. In the pre-cycle condition, the average social-emotional skill of the children only reached 35% (Not Developed category). After the intervention in Cycle I, the percentage increased to 55.75% (Starting to Develop category). Culminating in Cycle II, the children's skills escalated dramatically, reaching a classical average of 83.75% (Very Well Developed category), thereby exceeding the established success indicator of 80%. These findings prove that cooperative play through role-playing strategies, group games, and the use of constructive media is effectively capable of reducing egocentric traits, building empathy, and training children's self-regulation optimally. The conclusion of this study confirms that cooperative play activities constitute a valid learning strategy to develop early childhood interpersonal intelligence in the school environment.
Penerapan Finger Painting dalam Melatih Kemampuan Motorik Halus Anak Usia 5-6 Tahun Ayu Rubiana; Riskal Fitri; Ashar Ashar
Ihya Ulum: Early Childhood Education Journal Vol 3 No 2 (2025): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v3i2.720

Abstract

This study aims to describe in depth the effectiveness and contribution of implementing finger painting activities in training and stimulating the fine motor skills of children aged 5–6 years. The main underlying problem of this study is the stiffness of finger muscles and weak hand-eye coordination in children during the preschool transition phase, which impacts their mechanical writing readiness. The research method employed is qualitative with a descriptive approach. Data collection was conducted through structured observation techniques, semi-structured interviews with the classroom teacher, and documentation of children's artwork portfolios. The research subjects involved 10 children from Group B at Tumbuh Kembang Kindergarten. The results indicated that tactile stimulation through finger painting significantly succeeded in transforming children's physical motor skills through seven planned pedagogical steps. Improvement in children's fine motor performance was consistently achieved across four main indicators, namely the ability to draw according to visual concepts, flexibility in executing intricate finger movements, maturity in hand-eye coordination synchronization, and tactile sensitivity in controlling the color paste medium. Aside from optimizing the strength of the digital hand muscles, this meaningful art activity also yielded collateral impacts in the form of enhanced creative imagination and the expansion of children's expressive language skills when narrating their artwork. This study concludes that finger painting is worthy of being systematically integrated into the early childhood education curriculum as a primary strategy for fine motor stimulation.
Deep Learning-Based Daily Activity Storybook for Early Childhood Literacy Skills Nur Alim Amri; Nurhidayat Nurhidayat; Abdul Muhsin; Abdul Hakim; Farida Febrianti
Ihya Ulum: Early Childhood Education Journal Vol 4 No 2 (2026): ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v4i2.817

Abstract

This study aims to examine the effectiveness of a deep learning–based daily activity storybook in enhancing early literacy skills among children aged 5–6 years. Employing a quantitative approach with a pre-experimental one-group pretest–posttest design, the research involved 22 children selected through purposive sampling. Data were collected using a validated and reliable literacy observation sheet (Aiken’s V = 0.84–0.95; a = 0.91; ICC = 0.84) measuring children’s ability to comprehend symbols, use vocabulary, and express ideas meaningfully. Statistical analysis using the Paired Sample t-test revealed a significant difference between pretest (M = 52.14, SD = 4.38) and posttest (M = 74.27, SD = 5.16) scores, t (21) = 13.42, p < 0.001, with a very large effect size (Cohen’s d = 2.86). The findings demonstrate that integrating deep learning principles into contextual storybooks substantially improves children’s functional and expressive literacy. The study’s novelty lies in combining literacy, communication, and experiential learning through a child-centered storytelling model. Practically, it offers teachers an innovative pedagogical tool aligned with the Merdeka Curriculum, fostering joyful and meaningful learning. This research contributes to strengthening the theoretical and practical foundation of deep learning–based literacy education in early childhood contexts.

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