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Ana Billah
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anabillah.rahman@gmail.com
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alathfal.staimpro@gmail.com
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INDONESIA
Al-ATHFAL: Jurnal Pendidikan Anak AL-ATHFAL: Jurnal Pendidikan Anak
Published by Sekolah Tinggi Agama Islam Muhammadiyah Probolinggo
ISSN : 2723245X     EISSN : 27230813     DOI : https://doi.org/10.46773/alathfal
Core Subject : Education,
Education
AL-ATHFAL: Jurnal Pendidikan Anak,(E-ISSN :2723-0813) |(P-ISSN:2723-245X) is an open access journal containing research articles in the field of Early Childhood Education. AL-ATHFAL receives articles in Indonesian, English, and Arabic. This journal publishes articles twice a year in July and December. Al-Athfal uses the quietest plagiarism checker. This journal is published by the Prodi PIAUD STAI Muhammadiyah Probolinggo.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 225 Documents
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ANALISIS PRAKTIK PENGASUHAN ORANG TUA DALAM MENDUKUNG PERKEMBANGAN SOSIAL EMOSIONAL ANAK USIA DINI Rahmah R Aisy; Imamah
Al-ATHFAL: Jurnal Pendidikan Anak Vol. 7 No. 3 (2026): Juli
Publisher : LPPM IAD Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/52hj9c07

Abstract

This study was conducted to analyze parental caregiving practices in supporting the social-emotional development of early childhood at TK Negeri 3 Banda Aceh through a case study approach. The research focused on two children with different parenting backgrounds and social experiences to understand how family communication patterns, emotional regulation, and social environments influence children’s social-emotional development. Data were collected through observation, in-depth interviews, and documentation involving parents and teachers as the primary data sources. The findings revealed that warm and responsive caregiving interactions support children’s ability to engage in social interactions, regulate emotions, and develop self-confidence. In contrast, limited communication stimulation and unstable family social environments affect children’s social adaptation abilities. However, the study also found that the school environment, teacher-child relationships, and peer interactions function as protective factors that help support children’s social-emotional development despite less optimal caregiving practices at home. These findings indicate that the quality of early childhood social-emotional development is strongly influenced by the consistency of family interaction patterns, support from the school environment, and children’s daily social experiences. This study contributes to the development of a more holistic early childhood education approach that emphasizes children’s emotional well-being.
PENERAPAN METODE BERNYANYI DALAM MENGUATKAN HAFALAN MUFRADAT SANTRI MTS PMM PAKUSARI JEMBER Hilman Triyadi F; Sofyan Rofi; Hairul Huda
Al-ATHFAL: Jurnal Pendidikan Anak Vol. 7 No. 3 (2026): Juli
Publisher : LPPM IAD Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/awejat45

Abstract

This study aims to analyze the application of the singing method to improve the memorization of Arabic vocabulary among students at MTs Pondok Modern Muhammadiyah Pakusari Jember. The study used a Classroom Action Research (CAR) approach, implemented in two cycles: Cycle I and Cycle II. Eleven students participated in this study. Data collection involved several techniques, including observation, interviews, tests, and documentation. The results showed that the use of the singing method had a positive effect on improving the memorization of Arabic vocabulary. This was evident in the improvement in learning outcomes at each stage of the action. In the pre-cycle stage, the average score obtained by students was 13.63, with a completion percentage of 0%. Subsequently, in Cycle I, the average score increased to 40.36, although the learning completion rate remained unchanged. In cycle II, learning outcomes improved significantly, with an average score of 91.27 and a learning completion rate of 95%. In addition to improving learning outcomes, the singing method also fostered enthusiasm, increased active participation, and increased students' interest in Arabic language learning.
PERAN STIMULASI SENSORIK DAN INTERAKSI IBU DALAM PERKEMBANGAN ANAK USIA DINI: PENDEKATAN HOLISTIK NEUROSAINS DAN PSIKOLOGI ISLAM Shofia Maghfiroh
Al-ATHFAL: Jurnal Pendidikan Anak Vol. 7 No. 2 (2026): April
Publisher : LPPM IAD Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/wytdmw27

Abstract

This study explores the role of sensory stimulation and mother-child interaction in children aged 0–6 years through a holistic approach integrating neuroscience and Islamic psychology. A qualitative descriptive design was employed, involving 12 mothers as participants. Data were collected through direct observation, semi-structured interviews, activity documentation, observation sheets, and children’s emotional regulation scales. Findings indicate that sensory stimulation, including infant massage, sensory play, storytelling, and motherly interaction such as verbal affection and moral guidance, was performed routinely or frequently by most participants. These activities positively influenced children’s cognitive, social, emotional, and moral development. The analysis links caregiving practices with neuroscience principles emphasizing brain plasticity and neuronal connectivity, and Islamic psychology principles highlighting the development of intellect (akal), heart (qalb), and self (nafs). The study underscores the importance of consistent, warm, and morally guided parenting to foster intelligent, virtuous, and faithful children, and provides practical recommendations for mothers, early childhood educators, and future research with larger and more varied samples.
USE OF DIGITAL MEDIA IN EARLY CHILDHOOD LEARNING: CASE STUDY IN PLAYGROUPS IN BANDAR LAMPUNG CITY Reiska Primanisa; Mega Aria Monica
Al-ATHFAL: Jurnal Pendidikan Anak Vol. 7 No. 3 (2026): Juli
Publisher : LPPM IAD Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/05cnv385

Abstract

This study aims to analyze the use of digital media by educators and their management strategies for effective and safe learning for early childhood playgroups. The study employed a qualitative approach with a case study design at three playgroup institutions in Bandar Lampung City. Data were collected through participant observation, in-depth interviews with principals, teachers, and parents, and documentation. Data analysis employed the Miles, Huberman, and Saldaña model, which includes data condensation, data presentation, and conclusion drawing. The results indicate that each type of digital media provides specific benefits: educational videos improve vocabulary and learning motivation; tablet applications stimulate cognitive and fine motor skills; interactive projectors encourage collaborative learning; interactive e-books strengthen early literacy; and educational audio aids children's language development and musicality. However, challenges remain, including low teacher digital literacy, limited infrastructure, the potential for excessive screen time, and a lack of institutional policy guidance. This study emphasizes the need for selecting developmentally appropriate digital media, technology-based teacher professional development, and active partnerships between Early Childhood Education institutions and parents in supervising digital media use.
PENGARUH PENGGUNAAN MEDIA PEMBELAJARAN DIGITAL STORYTELLING TERHADAP PERKEMBANGAN BAHASA ANAK USIA DINI Ubaidillah; Desy Rahma Agustin; Ismi Khoirun Nisa; Nabila Aulia; Elvira Rossa Hidayah
Al-ATHFAL: Jurnal Pendidikan Anak Vol. 7 No. 3 (2026): Juli
Publisher : LPPM IAD Probolinggo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46773/q3x43a06

Abstract

Language development is one of the most important aspects of early childhood education that requires appropriate stimulation through engaging and child-centered learning activities. However, the continued use of conventional teaching methods often limits the optimal development of children's language skills. This study aimed to examine the effect of using Digital Storytelling as a learning medium on the language development of early childhood learners. The research employed a quantitative approach using a Pre-Experimental One-Group Pretest–Posttest Design. The participants consisted of 35 children aged 5–6 years in Group B at RA H. Achmad Ali. Data were collected through an observation checklist based on the indicators of the Early Childhood Development Achievement Standards (STPPA). Data analysis was conducted using descriptive statistics and a Paired Sample t-Test to determine differences in language development before and after the intervention. The findings revealed a significant improvement in children's language skills following the implementation of Digital Storytelling. The posttest mean score was higher than the pretest mean score, and the t-test results showed a significance value of less than 0.05, indicating a statistically significant effect. Therefore, Digital Storytelling was found to be an effective learning medium for enhancing early childhood language development, particularly in listening skills, vocabulary acquisition, story comprehension, and story retelling abilities.

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