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Atthiflah: Journal of Early Childhood Islamic Education
Published by Sekolah Tinggi Agama Islam Daruttaqwa Gresik
ISSN : 25801864     EISSN : 27221210     DOI : https://doi.org/10.54069/atthiflah.v10i2
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Social Sciences Other
tthiflah: Journal of Early Childhood Islamic Education diterbitkan oleh Program Studi Pendidikan Islam Anak Usia Dini (PIAUD) Institut Agama Islam Daruttaqwa Gresik. Jurnal ini berisi kajian hasil studi dan penelitian di bidang-bidang yang berkaitan dengan Pendidikan Anak Usia Dini Islam, Pemeliharaan, dan Pengasuhan Anak yang mencakup investigasi teks dan kerja lapangan dengan berbagai perspektif Pendidikan, psikologi, Agama, Pendidikan, Pengembangan Anak, dan Kurikulum Anak Usia Dini. Terbit dua kali setahun, yaitu bulan Januari dan Juni. Redaksi mengundang para akademisi, dosen, maupun peneliti untuk berkontribusi dalam jurnal ini. Bahasa yang digunakan dalam bentuk bahasa Indonesia dan Inggris. Jurnal ini merupakan jurnal akses terbuka yang berarti bahwa semua konten yang tersedia secara bebas tanpa biaya baik kepada pengguna atau pada lembaganya. Pengguna yang diizinkan untuk membaca, download, menyalin, mendistribusikan, cetak, mencari, atau mensitasi ke teks lengkap dari artikel, atau menggunakannya untuk tujuan yang sah lainnya, tanpa meminta izin terlebih dahulu dari penerbit atau penulis.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 4 Documents
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Search results for , issue "vol. 12 no. 2 (2025): juni" : 4 Documents clear
Kajian Pengembangan Model Manajemen Pendidikan Islam Pada Sekolah PAUD di Indonesia Era Society 5.0 Nurdiana, Nurdiana; Mujhirul Iman; Mujahid, Tamimi
Atthiflah: Journal of Early Childhood Islamic Education Vol. 12 No. 2 (2025): Juni
Publisher : Prodi Pendidikan Islam Anak Usia Dini Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/atthiflah.v12i2.745

Abstract

The Society 5.0 era places humans at the center (human-centered society) by utilizing advanced technologies such as Artificial Intelligence (AI), Internet of Things (IoT), big data, and robotics to solve social problems and improve quality of life. This transformation has significant implications for the world of education.. This article aims to examine the principles, challenges, and strategies for developing an education management model relevant to the Society 5.0 era. The method used is a literature review, analyzing various sources related to education management, curriculum, and technology integration. The findings indicate that an effective educational management model in this era must integrate digital technology into learning processes and administration, prioritize adaptive leadership, implement data-driven decision-making, and strengthen collaboration with the community. Challenges such as infrastructure gaps, teachers' digital skills, and resistance to change require strategies for continuous professional development and curriculum innovation. In conclusion, developing a flexible, responsive, and human-centered educational management model is key to shaping a generation that is competent, character-driven, and ready to face global challenges in the Society 5.0 era
Pendidikan Karakter Anak Usia Dini Melalui Proyek Penguatan Profil Pelajar Pancasila Berbasis Budaya Lokal Cornita, Juwita Mega Vira; Ma’arif, Nina Nuriya; Khasanah, Nur Fikriyatul
Atthiflah: Journal of Early Childhood Islamic Education Vol. 12 No. 2 (2025): Juni
Publisher : Prodi Pendidikan Islam Anak Usia Dini Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/atthiflah.v12i2.925

Abstract

Early childhood education is a foundational stage that significantly influences children’s cognitive, emotional, and social development. This research investigates the application of a project-based learning approach aimed at reinforcing the Pancasila Student Profile by incorporating local cultural elements, particularly the damar kurung tradition, among group B learners at RA Walisongo Gresik. Employing a qualitative research design, the study found that learning activities rooted in the damar kurung culture contribute effectively to character formation, especially in nurturing cultural appreciation, collaboration, and a sense of responsibility. These values are manifested in the students’ enthusiasm, teamwork, and accountability during the damar kurung craft project. Furthermore, this approach deepens students’ knowledge and appreciation of Gresik’s local cultural heritage, with a specific focus on the damar kurung craft tradition.
Strategies for Teaching Islamic Education in the Context of Multicultural Education Lailika Nurrahman Amelia Aisya Putri; Yulia Nurrahmasari; Sholikhatul Amalia; Putri Rodhiyatul Laili; Abd. Rozaq
Atthiflah: Journal of Early Childhood Islamic Education Vol. 12 No. 2 (2025): Juni
Publisher : Prodi Pendidikan Islam Anak Usia Dini Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/atthiflah.v12i2.1263

Abstract

The diversity of students’ religions, cultures and social backgrounds in state schools requires teaching strategies capable of instilling the values of tolerance and respect for differences. This study aims to analyse the teaching strategies used in Islamic Religious Education (PAI) in the implementation of multicultural education, as well as the stages of its evaluation at SMP Negeri 1 Gudo. The study employs a qualitative approach using a case study design. Data were collected through interviews, observations and documentation, and subsequently analysed using the interactive model developed by Miles, Huberman and Saldaña. The results indicate that the implementation of multicultural education is carried out through inclusive learning by providing non-Muslim pupils with the opportunity to participate in PAI lessons, the use of methods such as lectures, discussions and question-and-answer sessions, and the utilisation of muamalah materials that incorporate values of interpersonal relationships, consultation and mutual cooperation. Learning evaluation is conducted through the assessment of cognitive, affective and psychomotor aspects. These findings indicate that PAI lessons can serve as a means of internalising multicultural values without undermining pupils’ religious identities. In practical terms, the results of this study can serve as a reference for schools with a diverse pupil body in developing inclusive religious education. As this study was limited to a single research site, further research in different contexts is required
Internalizing Honesty through Practical Habituation in Elementary Schools Ahdiyat Hidayat; Ahmad Fatihul Ihsan; Mustakim Mustakim; Muhammad Tamamul Ma'arif; Achmad Abdul Munif
Atthiflah: Journal of Early Childhood Islamic Education Vol. 12 No. 2 (2025): Juni
Publisher : Prodi Pendidikan Islam Anak Usia Dini Institut Agama Islam Daruttaqwa Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54069/atthiflah.v12i2.1264

Abstract

The crisis of self-control and the prevalence of academic dishonesty among elementary school-aged children in the digital era pose a crucial challenge for Islamic Education (PAI) teachers in formal public schools. This study aims to comprehensively analyze PAI teachers' strategies, supporting factors, and obstacles in fostering honest character among students at SDN Kayangan 1 Diwek Jombang. Utilizing a qualitative approach with a case study design, this field research was conducted intensively over three months. Primary data were gathered through in-depth interviews with five key informants, including the Headmaster, two PAI teachers, and two upper-grade student representatives, combined with passive participant observation and documentary studies. Data analysis applied the interactive model of Miles, Huberman, and Saldaña, involving data condensation, data display, and conclusion drawing, while data trustworthiness was verified through source and technique triangulation. The findings demonstrate that nurturing an honest character in this public elementary school is systematically driven by integrating honesty indicators into the formal curriculum, standardizing cheat-free examinations, implementing Independent Worship Control Books, and encouraging social habituation through lost-and-found management. Active teacher involvement as behavioral role models (modelling) effectively accelerates the transformation of moral knowing into moral action. Despite facing obstacles from the negative influence of gadgets outside the school, the implementation of collaborative control mechanisms via WhatsApp Groups with parents and persuasive-restorative approaches successfully reduces children's behavioral deviation. This study concludes that the dialectic between school environment regulations (structural control) and exemplary teacher behavior (uswah hasanah) successfully transforms external control into internal control (self-control) in students from an early age

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