cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Anwar Abidin
Contact Email
anwarabidin@insida.ac.id
Phone
+6285782324214
Journal Mail Official
jurnalatthiflah@insida.ac.id
Editorial Address
Jl. KH. Syafi'i Gg. Syaikhuna Suci Manyar Gresik Jawa Timur 61151
Location
Kab. gresik,
Jawa timur
INDONESIA
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 113 Documents
 1   2   3   4   5 
Pengasuhan Berbasis Neurosain dan Kecerdasan Emosi dalam Pengasuhan Anak Usia Dini Riyadlotus Sholichah
Atthiflah: Journal of Early Childhood Islamic Education Vol. 7 No. 1 (2020): Januari
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.v7i1.43

Abstract

Early childhood is a critical period for developing emotional abilities. Emotional intelligence is one of the crucial pillars in early childhood development. Crucial because this intelligence will greatly affect a person's behavior throughout life until adulthood. This intelligence is also very influential on the success or failure of someone in his life in the future. Many parents or educators believe that cognitive intelligence, or better known as cognitive intelligence, is more important than emotional intelligence (Emotional Intelligence) for children. Until much we see various systems and models of learning or education competing to design the best stimulation on the development of this cognitive potential. Although cognitive development is important at this age of development, the emotional stage of the child's achievement also plays an important role, which has a large influence on other aspects of development. At this age children are also learning to develop their self-concept as competent and confident individuals. The family, as the main pillar of caregiving will be very instrumental in its development. Neurosain-based early childhood emotional development, are educational efforts undertaken by parents or educators, including activities to hone, love and nurture (hone, foster) children who stand and use the basics of brain behavioral science (neurons). It is very important for every educator, be it a teacher, parents and caregivers to understand and understand how the child's brain and his brain work. Also how a child's brain grows and develops in a basic way. In early childhood, in order to be able to know themselves before establishing relationships with friends or others, children need to understand the basics of emotions called primary emotions. Primary emotions are the basic emotions that humans have had since they were born. Types of primary emotions generally include fear (fear), anger (anger), sad (sadness), happy (joy), surprise (surprise), disgust (disgust) and resentful (contempt). The limbic system, as an emotional control system in adults and early childhood, one of its main circuits is the amygdala. Amygdala is able to remember emotional events very well. Even though the system works under an unconscious response, the amygdala is able to remember emotional events that are experienced and serve as a behavioral reference if similar events occur at different times.
Pemikiran Hermeneutika Rudolf Bultmann: Eksistensialisasi dan Demitologisasi Nur Shofa Ulfiyati
Atthiflah: Journal of Early Childhood Islamic Education Vol. 7 No. 1 (2020): Januari
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.v7i1.44

Abstract

Myth is an expression of a certain understanding of human existence. Sometimes mythology is often regarded as a primitive science or knowledge, which aims to explain the symptoms and events that are rare, strange or surprising and which people consider to be the result of evil spirits. This paper describes the existence of myths in the scriptures which should not be discarded, but rather given an explanation so that it can be understood for the present through the concept of Demitologization. Demythologization is the interpretation of parts of the Bible that are considered mythological by emphasizing the existential truths contained in the myth. According to Bultman, modern humans find it difficult to understand the preaching of the new agreement. In this case, Rudolf Bultmann as a theologian tried to think seriously about how a holy book from the pre-Muslim era could be accepted by modern humans so that he offered a demythologizing concept so that humans could believe what was in the scriptures.
Pengaruh Pembiasaan terhadap Kesadaraan Diri dan Perilaku Prososial pada Anak Usia 4-5 Tahun di TK Khadijah Pandegiling Surabaya Yeni Setiyowati
Atthiflah: Journal of Early Childhood Islamic Education Vol. 6 No. 2 (2019): 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.v6i2.45

Abstract

The development of early childhood is influenced by emotional social aspect. In the emotional aspect there is one part that affects the development of children is self-awareness. When the child knows of consciousness, then there is also a prosocial behavior. Based on the observation of early childhood (4-5 years) in Khadijah Pandegiling Surabaya kindergarten found that only 10 children have low self-awareness level and only 15 children have low prosocial behavior. Learning in Khadijah kindergarten in developing self-awareness and prosocial behavior can be done through habituation-habituation that aims to develop their own ability and survival. The aim of this study to determine the habit of self-awareness and prosocial behavior in early child aged 4-5 years in Khadijah Pandegiling Surabaya Kindergarten. This type of research is experimental research, with quantitative approach. The subjects of the study were TK A students in kindergarten Khadijah Pandegiling Surabaya.totaling 60 students. Data analysis technique used is Analysis of Variance (anova).The results of this study indicate that (1) Habituation effect on self-awareness in children aged 4-5 years in kindergarten Khadijah Pandegiling Surabaya; (2) Habituation effect on prosocial behavior in children aged 4-5 years in kindergarten Khadijah Pandegiling Surabaya; (3) Habituation effect on self-awareness and prosocial behavior in children aged 4-5 years in kindergarten Khadijah Pandegiling Surabaya.
Keluarga sebagai Pendidikan Pertama Anak; Memaksimalkan Peran Orangtua dalam Tumbuh Kembang Anak Usia 1-4 Tahun Ubaidillah
Atthiflah: Journal of Early Childhood Islamic Education Vol. 7 No. 1 (2020): Januari
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.v7i1.46

Abstract

The family is the closest environment that children have. The family is part of the first and foremost educational institution for children, because it is through families that children learn, grow and develop. All aspects of child development need to be stimulated and supported by parents, especially at the smallest level of the environment, the family. These aspects of child development include the development of religious and moral values, aspects of physical motor development, cognitive development, language development, social emotional development, and aspects of artistic development. Parents need to know aspects of the child's development, so that they can provide appropriate stimulation in the family environment. By knowing aspects of child development, parents are expected to create a conducive family environment in order to maximize the child's growth and development. Children's social relationships will develop through interaction with family at home. This social relationship will further develop through interaction with peers when the child is at school. The more often a child interacts with others, the more skills his children have in developing relationships together with others. Parents have a very important role to always stimulate and direct the growth and development of children. Children's togetherness experiences with parents, are the basis for future play activities. Children who have a good relationship with their parents will find it easier to play together with others. It will be easier to adapt to other environments. Children aged 1-4 years is a very vital period in the growth and development of children. Children have aspects of development that require stimulation and support from all parties, both parents, teachers in children's educational institutions, and the environment in which children live. The family is the first school for children, so the role of the family is important for further child development. Good habits are part of instilling character and positive things that parents can do as the child's first teacher. Introducing a new environment, including introducing children with new friends such as entering pre-school world, is also an important part that must be done by parents so that children are able to adapt well. Planting positive character values, will make it easier for children to enter the next stage of development in a child's life, so that the child is ready to enter the next life development.
Influence of Contextual Teaching and Learning (CTL) on Ability of Story and Concept of Numbers of Children Group A Y. Setiyowati
Atthiflah: Journal of Early Childhood Islamic Education Vol. 7 No. 2 (2020): Pendidikan Anak Usia Dini
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.v7i2.51

Abstract

This study aims to determine the influence of Contextual Teaching and Learning (CTL) on ability of story and concept of numbers of children group A. Approach research in this study is quantitative research with experimental model design or quasi experimental design. Data collection techniques used are observation and documentation. Data analysis technique used is paired t-test. Based on the results of the analysis it can be concluded: (1) there is a difference in the ability to tell the story between before (pretest) and after (posttest) get CTL in the experimental group, so that there is a significant influence on the use of CTL on ability of story; (2) there are differences in the concept of numbers between before (pretest) and after (posttest) getting CTLs in the experimental group, so that there is a significant influence on the use of CTL on concept of numbers of children group A.
Meningkatkan Perkembangan Motorik Halus pada Anak melalui Kegiatan Menganyam dengan Media Kertas Lipat Riyadlotus Sholichah; Miftakhul Jannah
Atthiflah: Journal of Early Childhood Islamic Education Vol. 7 No. 2 (2020): Pendidikan Anak Usia Dini
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.v7i2.71

Abstract

Early childhood education is a form of education that focuses on laying the foundation towards physical growth and development, especially on the fine motor skills of children. The purpose of this research is to describe the effect of weaving on the fine motor skills of early childhood group B in RA H Achmad Ali. This research uses a descriptive quantitative approach. The location of this research is RA H. Achmad Ali, Surabaya City. The subjects of this study were the children of group B RA H. Achmad Ali, Surabaya City with a total of 20 children. Based on the research that has been done, it is found that before the teacher's action is taken, the average fine motor skills are 50.3% which is in the very poor category. After the action in the first cycle, the average result of fine motor skills was 66.56%, which was in the poor category, this result increased compared to the pre-cycle results with an increase of 16.26%. The assessment in cycle II showed that the average fine motoric ability was 85% which was in the good category, this result increased by 18.44% compared to the first cycle which was in the poor category.
Pengaruh Pembiasaan terhadap Kesadaraan Diri dan Perilaku Prososial pada Anak Usia 4-5 Tahun di TK Khadijah Pandegiling Surabaya RR Agustien Lilawati
Atthiflah: Journal of Early Childhood Islamic Education Vol. 6 No. 2 (2019): 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.v6i2.72

Abstract

The development of early childhood is influenced by emotional social aspect. In the emotional aspect there is one part that affects the development of children is self-awareness. When the child knows of consciousness, then there is also a prosocial behavior. Based on the observation of early childhood (4-5 years) in Khadijah Pandegiling Surabaya kindergarten found that only 10 children have low self-awareness level and only 15 children have low prosocial behavior. Learning in Khadijah kindergarten in developing self-awareness and prosocial behavior can be done through habituation-habituation that aims to develop their own ability and survival. The aim of this study to determine the habit of self-awareness and prosocial behavior in early child aged 4-5 years in Khadijah Pandegiling Surabaya Kindergarten. This type of research is experimental research, with quantitative approach. The subjects of the study were TK A students in kindergarten Khadijah Pandegiling Surabaya.totaling 60 students. Data analysis technique used is Analysis of Variance (anova).The results of this study indicate that (1) Habituation effect on self-awareness in children aged 4-5 years in kindergarten Khadijah Pandegiling Surabaya; (2) Habituation effect on prosocial behavior in children aged 4-5 years in kindergarten Khadijah Pandegiling Surabaya; (3) Habituation effect on self-awareness and prosocial behavior in children aged 4-5 years in kindergarten Khadijah Pandegiling Surabaya.
Upaya Meningkatkan Motorik Halus Anak melalui Kegiatan 3 M (Mewarnai, Menggambar dan Menempel) di Taman Kanak-Kanak Islam Al Khasanah Gresik Herawati; Yeni Setiyowati
Atthiflah: Journal of Early Childhood Islamic Education Vol. 6 No. 1 (2019): Januari
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.v6i1.73

Abstract

This research is a classroom action research (PTK). The research procedure used includes planning, implementing, observing and reflecting. This study consisted of two cycles, namely cycle I and cycle II. Children's fine motor intelligence varies. In terms of strength and accuracy. this difference is also influenced by the nature of the child and the stimuli it gets. The environment (parents) has a greater influence on children's fine motor intelligence. The environment can increase or decrease the level of intelligence of children, especially in the first few years of life. In cycle 1 the teacher uses 2M activities which are more interesting and can stimulate children in carrying out 3M activities, children are more motivated in carrying out 3 M activities. Many children ask the teacher about the material the teacher delivers. There is a conducive two-way communication in the classroom during the learning process. In cycle 2, the results of the evaluation can be said to be complete with a very good development score (BSB) even though there are some children whose scores are still developing according to expectations (BSH). And from the independent evaluation that I tested, it showed that group B of Al Khasanah Islamic Kindergarten had reached the indicators of developmental achievement in children's fine motor skills through the 3 M.
Pengaruh Pendekatan Pendidikan Matematika Realistik terhadap Kemampuan Penalaran Matematis Siswa Kelas V pada Materi Bangun Ruang Abdiani Luthfiana Ulya; Yhasinta Agustyarini
Atthiflah: Journal of Early Childhood Islamic Education Vol. 7 No. 2 (2020): Pendidikan Anak Usia Dini
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.v7i2.74

Abstract

The results of the PISA in 2018 where Indonesia take place 72th of 79th country. One of the factors is the learning that has not pay attention to aspects of students' mathematical reasoning abilities. RME approach is emphasize on creative thought process and involves student’s reasoning abilities.This research aims to determine the influence of the Indonesia’s Realistic Mathematics Education approach on mathematical reasoning abilities students grade V on geometry lesson. The type of this research is one group pretest posttest design. The population consisted of 86 student who sat in class IV, V and VI then selected 12 children from class V as a sample that was given treatment with the RME approach. Technique to collect data using tests, interview, and questionnaires.The results of data analysis showed that students' mathematical reasoning increased from a pretest score 64 increased at posttest to 80. Then using analyze of paired sample t-test with ? = 0.05 obtained tcount = 7.881 > ttable = 2.201 so that H0 is rejected and Ha is accepted. Then it can be concluded that the Indonesia’s Realistic Mathematics Education approach is influence to the mathematical reasoning abilities of students grade V on geometry lesson.
Pendidikan Karakter pada Anak Perspektif Washoya Al Abaa’ Lil Abnaa’ karya Syaikh Muhammad Syakir Nor Mubin
Atthiflah: Journal of Early Childhood Islamic Education Vol. 7 No. 2 (2020): Pendidikan Anak Usia Dini
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.v7i2.76

Abstract

The position of character in Islamic education is seen as very important, because character is the practice of knowledge, character is also seen as an effective medium for receiving divine nurses and a means of seeking useful knowledge. Based on these problems, this research emerged. This research is based on library research, with descriptive analysis method. The concept of character education in children globally and the concept of character education in children in the perspective of Washoya Al Abaa 'Lil Abnaa'. Starting from the findings of this study, there are few suggestions that the education process is built on the basis of character and character education. kindness from a student and sincere love from an educator. The educational process can be conveyed in a good manner. There are 18 values ??of character education that come from religion, Pancasila, culture, and the goals of national education, namely: Religious, honest, tolerance, discipline, hard work, creative, independent, curiosity, national spirit, love for the country, respect for achievement, friendly or communicative, love peace, love to read, care about the environment, care about social, responsibility. In general, there are five character education methods that teach conceptual understanding, modeling, determining priorities, priority practice, reflection. While the character education method in the Washoya Al-Abaa book 'Lil Abnaa' can be concluded as a discussion method, memorization method, advice method (mau'izhah), habituation method, story method, exemplary method, dialogue method, targhib wa tahdib method, targhib method. wa tahdib.

Page 2 of 12 | Total Record : 113

 1   2   3   4   5 

Filter by Year

2018 2025


Reset
Filter By Issues
All Issue Vol. 12 No. 2 (2025): Juni Vol. 12 No. 1 (2025): Januari Vol. 11 No. 2 (2024): Juni Vol. 11 No. 1 (2024): Januari Vol. 10 No. 2 (2023): Juni Vol. 10 No. 1 (2023): Januari Vol. 9 No. 2 (2022): Juni Vol. 9 No. 1 (2022): Januari Vol. 8 No. 2 (2021): Pendidikan Anak Usia Dini Vol. 8 No. 1 (2021): Pendidikan Anak Usia Dini Vol. 7 No. 2 (2020): Pendidikan Anak Usia Dini Vol. 7 No. 1 (2020): Januari Vol. 6 No. 2 (2019): Juni Vol. 6 No. 1 (2019): Januari Vol. 5 No. 2 (2018): Juni More Issue