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Al Hikmah: Indonesian Journal of Early Childhood Islamic Education
Published by Universitas Al-Hikmah Indonesia
ISSN : 25989588     EISSN : 25501100     DOI : 10.35896/IJECIE
Core Subject : Religion, Humanities, Education,
Religion Humanities Education
Al-Hikmah: Indonesian Journal of Early Childhood Islamic Education (IJECIE) invites scholars, researchers, and students to contribute the result of their studies and researches in the areas related to Islamic Early Childhood Education, Nurturing, and Parenting which covers textual and fieldwork investigation with various perspectives of Education, psychology, Religious, Education, Child Development, and Early Childhood Curriculum.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 185 Documents
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The Application of Bead-Stringing Play in Stimulasting Fine Motor Skills of Children Aged 4-5 Years at TK Al-Kautsat Bontang Zain, Syarifah Zafira; Anjarwati, Fitri; Kartika, Wilda Isna
Al Hikmah Indonesian Journal of Early Childhood Islamic Education Vol 9 No 2 (2025): IJECIE
Publisher : Universitas Al-Hikmah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35896/ijecie.v9i2.1192

Abstract

This study aims to describe the implementation of bead-stringing play activities as a solution to stimulate the fine motor skills of children aged 4–5 years at TK Al-Kautsar Bontang and to identify the teacher’s role in providing stimulation that enables children to gradually develop their fine motor abilities according to their individual capacities. The research employed a descriptive qualitative method with 10 Class A children and 1 teacher as the subjects. Data were collected through observation, interviews, and documentation. The bead-stringing activities were carried out through five stages: introduction to the activity, texture introduction, free bead-stringing, structured ABAB patterns, and structured AABB patterns. The results of the study show that providing different stimuli at each process effectively encouraged the development of eye–hand coordination, finger control, accuracy, concentration, and children’s independence. The activities, conducted regularly two to three times a week with teacher assistance, proved effective in stimulating the fine motor skills of children aged 4–5 years. Bead-stringing can be used by teachers as a gradual strategy to stimulate children’s fine motor development, especially for children who still need practice with focus and hand flexibility. The teacher plays an important role by providing demonstrations, guidance, and variations of materials, making the activity more engaging and enjoyable. The teacher’s sensitivity in observing each child’s abilities also enables the gradual adjustment of stimuli.
Total Physical Response Storytelling in Early Childhood English Language Learning Triristina, Nensy; Fikria, Elva Zakiyatul
Al Hikmah Indonesian Journal of Early Childhood Islamic Education Vol 9 No 2 (2025): IJECIE
Publisher : Universitas Al-Hikmah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35896/ijecie.v9i2.1198

Abstract

This study aims to provide a conceptual analysis of the application of Total Physical Response Storytelling (TPRS) in early childhood English language learning by examining its theoretical foundations, pedagogical components, and potential effectiveness for children aged 3–6 years. TPRS integrates Krashen’s comprehensible input principle, Asher’s Total Physical Response (TPR), and Ray’s narrative-based interaction to create a natural, enjoyable, and meaningful learning experience. A review of Scopus-indexed literature indicates that existing research on TPR and storytelling remains fragmented and predominantly focuses on vocabulary development or school-aged learners. None of the reviewed studies investigate TPRS comprehensively within early childhood settings, particularly regarding its effects on listening comprehension, language retention, and early storytelling skills. The analysis highlights that TPRS has strong potential to enhance vocabulary mastery, increase learning engagement, and build children’s confidence in language use through integrated movement and narrative activities. These findings position TPRS as a promising and developmentally appropriate approach for early childhood English instruction. The study further recommends future empirical research to validate the effectiveness of TPRS across diverse linguistic outcomes and to establish its role as a holistic framework for early language acquisition.
Integrating Coastal Culture in the Development of Problem-Solving Skills in Early Childhood Zulfa, Nadia Aliyatuz; Purnama, Sigit
Al Hikmah Indonesian Journal of Early Childhood Islamic Education Vol 9 No 2 (2025): IJECIE
Publisher : Universitas Al-Hikmah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35896/ijecie.v9i2.1212

Abstract

This study aims to describe the experience of children aged 4–5 years in developing problem-solving skills through the integration of coastal culture in early childhood education. The background of this research departs from the need to strengthen contextual learning that provides space for children to explore, think critically, and work together through real experiences that are close to their lives. The research method used is qualitative with a phenomenological approach. The subjects of the study included 12 children, a teacher, and three parents. Data were obtained through participatory observation, semi-structured interviews, and documentation, then analyzed through bracketing stages, identification of important statements, grouping of themes, and preparation of textural and structural descriptions. The results of the study show that coastal culture provides a rich and meaningful context for children to recognize problems, analyze causes, and choose solution strategies. Children are able to identify problems in games such as simulating fish markets, loading and unloading boats, and pulling nets, as well as developing cognitive, social, and motor strategies. Coastal culture-based learning also improves cooperation, independence, and children's ability to try solutions independently before asking for help. This study concludes that coastal cultural integration is effective as a contextual learning model that supports early childhood problem-solving skills. The contribution of this research lies in the development of local culture-based learning alternatives that are relevant, meaningful, and can be applied in early childhood education practice.
The Implementation of Interactive Methods in Islamic Religious Education Learning at RA Masjid Al-Azhar, Permata Puri, Semarang Septiyani, Septiyani; Shanie, Arsan; Mursid, Mursid
Al Hikmah Indonesian Journal of Early Childhood Islamic Education Vol 9 No 2 (2025): IJECIE
Publisher : Universitas Al-Hikmah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35896/ijecie.v9i2.1213

Abstract

Islamic Religious Education (IRE) at the Early Childhood Education stage plays an important role in shaping children's religious values and behaviour. The main challenge faced by ECE teachers today is how to present IRE material effectively so that it is easily understood by students. This study aims to analyse the application of interactive learning in improving children's understanding of PAI material at RA Masjid Al-Azhar Permata Puri. The study uses a qualitative approach with a field study method. Data were collected through observation, interviews, and documentation. Data analysis was carried out through data reduction, data presentation, and conclusion drawing. The results of the study indicate that interactive learning is applied through group activities, practical activities, and the direct involvement of children in the learning process. The findings also indicate that this strategy is able to increase the enthusiasm, participation, and conceptual understanding of students towards PAI material. Thus, interactive learning is considered relevant and effective in supporting the success of PAI learning in early childhood.
Mapping Evidence on Engklek and Social-Emotional Development in Early Childhood: A Systematic Literature Review Nurhayati, Nurhayati; Maisari, Sri; Asnawi, Mohamad Fauzil Adhim; Hamimah, Hamimah; Rohyatin, Hennira
Al Hikmah Indonesian Journal of Early Childhood Islamic Education Vol 9 No 2 (2025): IJECIE
Publisher : Universitas Al-Hikmah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35896/ijecie.v9i2.1233

Abstract

Social-emotional development is a core dimension of early childhood education because it shapes children’s ability to build relationships, manage emotions, and adapt to social environments. A growing body of research indicates that traditional games can foster these competencies through activities that require cooperation, interpersonal communication, and self-regulation. This article presents a systematic literature review to map and synthesize empirical evidence on the contribution of the traditional game engklek to young children’s social–emotional development. The literature search was conducted across Google Scholar, Garuda, DOAJ, ERIC, and institutional repositories, covering publications from 2015 to 2025. Study selection followed the stages of identification, screening, and eligibility assessment, resulting in 14 articles that met the inclusion criteria and were thematically analyzed. The synthesis indicates that engklek contributes to three main domains: (1) social skills (e.g., cooperation, rule-following, and communication), (2) emotion regulation (e.g., frustration control and persistence), and (3) prosocial behavior and peer interaction quality (e.g., empathy, sharing, and conflict resolution). These findings suggest that engklek functions not only as a cultural practice but also as a pedagogical medium that aligns with play-based learning grounded in local contexts. The review supports integrating traditional games into early childhood curricula and developing contextual, inclusive, and child-friendly instructional strategies.

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