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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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Dynamics of Teacher–Child Interactions in Early Childhood Education: A Sociological Paradigm Review Vanesia Novianti; Hajerah Hajerah; Nur Magfirah Azzalfa; Fitria Nur Atsila Adiba; Musdalifah Musdalifah
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.v4i1.820

Abstract

The interaction between teachers and students is a crucial element of the learning process in Early Childhood Education (ECE). This study aims to analyze the dynamics of teacher-student interactions at PAUD Terpadu Amanah through a sociological lens, specifically focusing on the social relationships formed during learning activities. Employing a qualitative approach with a descriptive case study design, data were collected through direct observations, in-depth interviews, and documentation. The research was conducted in a class B2 setting involving 29 students and their teacher. The findings indicate that social interaction between teachers and students is highly effective, characterized by warm communication, two-way and multi-directional communication patterns, and active student engagement in learning activities. Teachers act as facilitators, guides, and positive role models who create a secure and comfortable environment. Furthermore, several factors support this positive social interaction, including adequate and complete classroom facilities, enjoyable and play-based teaching methods, and the teachers' friendly, patient, and attentive demeanor. From a sociological perspective, particularly symbolic interactionism, these interactions serve as the primary means for children to construct meaning, learn social norms, and develop their self-identity. Ultimately, the study concludes that positive social interaction fosters a comfortable learning atmosphere that significantly supports children's socio-emotional development, character formation, and overall socialization process. Continuous efforts from educators and institutions are essential to maintain these quality interactions for optimal early childhood development.
Integrasi Nilai Budaya dalam Pendidikan Karakter Tanggung Jawab Anak Usia Dini : Sebuah Systematic Literature Review Siti Khadijah Alam; Husnia Husnia; Fadhilah Sayyidatun Nisa; Hajerah Hajerah; Muhammad Akil Musi
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.v4i1.832

Abstract

Character education, particularly the value of responsibility, is a crucial foundation for personality formation in early childhood amid digital disruption that risks weakening social interaction and the internalization of local values. This study aims to analyze the effectiveness of integrating local cultural values in shaping responsible character and children's socio-emotional skills, while also formulating a conceptual model for this integration. Using a Systematic Literature Review (SLR) method guided by PRISMA 2020, the search was conducted in the Scopus database (10 May 2026) using the keywords local wisdom, cultural value, character education, responsibility, and early childhood, yielding 13 selected articles (2023–2026). The findings show that the internalization of local wisdom through traditional games (Dakon, Gobag Sodor, Balinese games), socioculturally adaptive bibliotherapy, and local educational philosophies (the teachings of Ki Hadjar Dewantara, the Kauna character) effectively enhances children's responsibility, cooperation, and emotional regulation when pedagogically mediated in accordance with Vygotsky's sociocultural theory and Lickona's character education model. Three main clusters were identified: (1) curricula based on local wisdom, (2) reconstruction of classroom climate through creative media, and (3) sociocultural determinants and the strengthening of educators' cultural competence. The novelty of this research lies in formulating a conceptual model that integrates local culture with sociocultural theory in a manner responsive to the digital era, with the implication that early childhood education (PAUD) curricula need to combine local wisdom with digital literacy so that the formation of responsible character remains contextual and relevant to the times.
Parenting Patterns and Digital Media: A Case Study of the Socialization Process and Character Formation of Children in Kindergarten Nurfadia Reski Azizan; Hajerah Hajerah; Fatimah Azzahrah; Naila Farila; Nur Sahrah Sarkia
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.v4i1.834

Abstract

In the era of rapid digital transformation, digital media has permeated Indonesian family life, often functioning as a "digital babysitter" that disrupts early childhood socialization and character formation. This study analyzes how digital parenting patterns influence the socialization process and character development of children at Generasi Tanpa Batas Kindergarten, Takalar Regency. Employing a descriptive qualitative approach with a single case study design, data were collected over five days through participatory classroom observations, in-depth interviews with the principal, a classroom teacher, and four purposively selected parents, alongside documentation. Data were analyzed using an interactive model encompassing reduction, display, and conclusion drawing. The findings reveal three dominant digital parenting patterns with distinct developmental outcomes. First, permissive-digital parenting, characterized by excessive screen time, results in low frustration tolerance, verbal aggressiveness, and limited expressive vocabulary. Second, authoritarian-digital parenting, which imposes a total gadget ban, paradoxically triggers obsessive interest and hidden gadget use among children. Third, authoritative-digital parenting, involving limited screen time and active co-viewing, fosters optimal socialization, empathy, verbal conflict resolution, and an adaptive reflective habitus. The study concludes that without active parental mediation, digital media risks replacing crucial humane interactions necessary for primary socialization. Therefore, a structured, collaborative digital-literacy approach between families and early childhood education institutions is urgently needed to optimize children's socio-emotional development and character building in the digital age.
Curriculum Contextualization Analysis: Alignment of Learning Materials with The Socio-Cultural Needs of Early Childhood Agis Wulandari; Hajerah Hajerah; Andi Yuliani Suras; Zalsabhila Zahwa Rajuni; Nurfilzah Maharani
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.v4i1.851

Abstract

Curriculum contextualization in early childhood education is the process of aligning learning materials and experiences with the students' socio-cultural backgrounds to make learning more relevant and meaningful. This study aims to examine the alignment of learning material characteristics with the students' socio-cultural contexts, describe the implementation of local culture in instruction, identify challenges faced by the school, and analyze the findings through the perspectives of the sociology and anthropology of education. A qualitative approach with a case study design was employed at the Alea Play Group and Kindergarten in Makassar. Data collection involved observations and semi-structured interviews with the school principal, teachers, and parents, conducted from May 4 to 7, 2026. The results indicate that learning materials have been adapted to the students' socio-cultural contexts by fostering habits of politeness, discipline, and cooperation, utilizing the environment as a learning resource, and involving parents. The school also integrates local culture that aligns with Islamic values, such as proper conduct, mutual respect, responsibility, and care for others. Challenges encountered include a lack of local culture-based learning media, suboptimal parental involvement, and the need for enhanced teacher competence. Drawing on Pierre Bourdieu’s theory of Cultural Capital and George D. Spindler’s anthropology of education, this study concludes that spiritual alignment with local culture creates more meaningful learning experiences for young children.
Implementation of Multicultural and Inclusive Education: Challenges and Good Practices in Early Childhood Education Anadya Nurul Yustikarini; Hajerah Hajerah; Ananda Sahira Jasmin; Julita Julita; Nurul Izzah Hazirah; Sandrina Nabihah
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.v4i1.858

Abstract

This study highlights the critical importance of instilling mutual respect, tolerance, and acceptance of differences from an early age through multicultural and inclusive education, addressing current challenges in early childhood education (ECE) centers. Conducted at Tweety, Uminda, and Ar-Rohman Kindergartens—selected for their varying levels of student diversity and distinct inclusive approaches—the research aimed to identify student diversity, evaluate inclusive education implementation, and examine the roles of teachers and parents in fostering a supportive learning environment. Employing a case study method, data were collected through observations, questionnaires, and interviews with school principals, teachers, and parents. Findings reveal that students possess diverse backgrounds in religion, culture, habits, character, and learning abilities. To address this, schools actively promote multicultural values through daily routine activities, such as collaborative play, group work, sharing, mutual assistance, and non-discriminatory respect. Teachers further support this by providing individualized guidance tailored to each child’s unique needs, ensuring comfortable participation for all. Furthermore, parents play a vital role by cooperating with the schools and cultivating an attitude of respect for differences within the home environment. Despite these positive efforts, challenges remain, notably managing the varied characters and abilities of the children and the ongoing need for enhanced communication between schools and parents. Ultimately, the study concludes that implementing multicultural and inclusive education in ECE centers is highly effective. It successfully equips young children with positive social attitudes and the essential ability to interact harmoniously within diverse environments from an early age.
The Effect of the Traditional Boy-Boyan Game on the Gross Motor Skills of Children Aged 5-6 Years Carma Astiana; Rusmayadi Rusmayadi; Angri Lismayani
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.v4i2.897

Abstract

Gross motor skills are a fundamental aspect of development that needs to be optimally stimulated in early childhood. This study aims to determine the effect of the traditional “boy-boyan” game on the gross motor skills of children aged 5–6 years. This study employed a quantitative approach using a Quasi-Experimental Design and a Nonequivalent Control Group Design. The sample consisted of 20 children selected through purposive sampling, divided into an experimental group of 10 children who received the modified traditional “boy-boyan” game intervention and a control group of 10 children who received the “engklek” game intervention, each for six sessions. The novelty of this study lies in the modification of the “boy-boyan” game using rubber balls and stackable donut rings to enhance safety and visual appeal for children while stimulating basic motor skills. Data were collected through tests, observations, and documentation, then analyzed using descriptive statistics and the Wilcoxon Signed-Rank Test. The results showed that the average gross motor skill score of the experimental group increased from 10.30 on the pre-test to 21.80 on the post-test, with 80% of the children achieving the “Very Good” category. The results of the Wilcoxon test showed an Asymp. Sig. (2-tailed) value of 0.004 < 0.05, leading to the conclusion that the traditional “Boy-Boyan” game has a significant effect on the gross motor skills of 5- to 6-year-old children and is proven to be more effective than the “Engklek” game.
The Effect of Magnetic Letter-Based Play Activities on Early Literacy Skills of Children Aged 5-6 Years Zuhroh Fajriati; Rusmayadi Rusmayadi; Fitriani Dzulfadhilah
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.v4i2.926

Abstract

Early literacy skills are a critical foundation for children’s readiness to enter formal education. However, data show that Indonesia ranks 67th out of 81 countries in PISA 2022, indicating that literacy competency requires strengthening from the earliest stages of education. Initial observations revealed that of the 39 children in Group B, 5 had not recognized any letters at all, while 15 only recognized some letters; from this population, a purposive sample of 20 children exhibiting sub-optimal early literacy was selected and divided into an experimental group (n=10) and control group (n=10).  This study aims to investigate (1) the description of magnetic letter media use, (2) children’s early literacy ability before and after treatment, and (3) the effect of play activities using magnetic letter media on early literacy skills. A quasi-experimental approach with a Non-Equivalent Control Group Design was employed. Data were collected through observation, tests, and documentation, then analyzed using descriptive statistics and the Wilcoxon Signed Rank Test. Result showed that the experimental group’s mean score increased from 28.4 (pre-test) to 38.3 (post-test), a gain of 9,9 points, while the control group only increased by 2.6 points. The Wilcoxon test yielded a significance value of 0.005 (p < 0.05), confirming that play activities using magnetic letter media significantly enhance early literacy skills in children aged 5-6 years at Makassar of Islam Al-Abrar Kindergarten.
Influence Game Zig-Zag Run To Skills Motoric Rough Children Aged 5-6 Years Shalih Diva Azizah; Rusmayadi Rusmayadi; Herman Herman
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.v4i2.927

Abstract

The gross motor skills of children in the control group before and after being given a ball relay game, knowing the description of the gross motor skills of children in the experimental group before and after being given a zig-zag run game, and analyzing the effect of the zig-zag run game on the gross motor skills of children aged 5-6 years at Aisyiyah Bustanul Athfal Parangtambung Makassar Kindergarten. This study uses a quantitative approach with a quasi-experimental research type and a Nonequivalent Control Group Design. The research sample consisted of 20 children divided into two groups, namely 10 children in the experimental group and 10 children in the control group. The data collection technique was carried out through observation using a gross motor skills assessment sheet which includes locomotor, non-locomotor, and manipulative aspects. The data were analyzed using descriptive statistics and inferential statistics through the Mann-Whitney test. The results showed that the gross motor skills of children in the control group increased after participating in the ball relay game, but the increase was still in the Less category. Meanwhile, the experimental group that received treatment in the form of a zig-zag run game showed a more optimal increase until most of the children were in the Very Good category. The results of the Mann Whitney test obtained an Asymp. Sig. (2-Tailed) value of 0.000 (<0.05), which indicated a significant difference between the experimental group and the control group. Thus, it can be concluded that the zig-zag run game has a significant effect on improving the gross motor skills of children aged 5-6 years at Aisyiyah Bustanul Athfal Parangtambung Kindergarten, Makassar.
The Utilization of The Snakes and Ladders Game to Develop Early Reading Skills in Children Aged 3-4 Years Endra Eka Kasih; Anik Lestariningrum; Isfauzi Hadi Nugroho
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.v4i2.930

Abstract

This study aims to describe the process and outcomes of using the snakes and ladders game to develop early reading skills in children aged 3-4 years. Early reading skills, including letter recognition and picture-word association, are foundational competencies that need to be introduced through enjoyable and age-appropriate learning media. This research employed a descriptive qualitative approach, conducted at Playgroup Laboratory School of Nusantara PGRI University Kediri, with data collected through observation, interviews, and documentation of learning activities from October 22 to November 6, 2025. The snakes and ladders game was adapted as a learning medium for letter recognition, implemented in sessions lasting 30-40 minutes at the end of each lesson. During the initial sessions, children demonstrated enthusiasm toward game-based activities such as rolling the dice and observing the pictures on the board, although their active involvement in naming letters remained uneven. This was attributed to the children's strong focus on the game mechanics itself and an insufficiently conducive classroom atmosphere. In subsequent sessions, notable improvements were observed in children's participation, their understanding of the game rules, their courage in pronouncing letters and picture names aloud, and their verbal interaction with the teacher. Teachers also reported measurable progress in children's letter recognition ability, their skill in matching pictures with flashcards, as well as improvements in concentration and self-confidence during learning activities. In conclusion, the snakes and ladders game proves to be an effective and promising learning medium, offering an enjoyable, concrete, and interactive approach to early reading development, while requiring careful classroom management and consistent teacher guidance to maximize its benefits.
Development of Pobara (Joyful Reading Tree) Media to Improve Letter Recognition Skills in Early Childhood: Integrating Islamic Pedagogical Values Erika Melany; Rosa Imani Khan; Epritha Kurnia Wati
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.v4i2.948

Abstract

Letter recognition constitutes one of the most fundamental pillars of early literacy development in early childhood, as it underlies phonological awareness and later reading competence. In practice, however, letter-learning activities in many early childhood classrooms are still delivered through conventional, text-based, and repetitive methods that fail to sustain children's engagement and motivation. Within Islamic educational thought, literacy acquisition is also inseparable from the theological command to read (iqra') articulated in the first revelation of the Qur'an, positioning the pursuit of knowledge as an act of worship rather than a merely secular skill. Motivated by these considerations, this study aimed to develop POBARA (Joyful Reading Tree), a three-dimensional instructional medium designed to improve letter recognition skills among young children through developmentally appropriate, play-based, and multisensory activities. The study employed a Research and Development (R&D) approach adapted from the Borg and Gall model, encompassing five stages: research and information gathering, planning, preliminary product development, expert validation, and product revision. The resulting prototype, a tree-shaped medium equipped with detachable illustrated alphabet cards, was validated by two instructional media experts and two early childhood education experts using structured questionnaires analyzed through Aiken's V formula. Results showed that all validation indicators exceeded the minimum acceptable coefficient of 0.75, confirming that POBARA is structurally durable and pedagogically appropriate for classroom use.

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