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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 205 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 Syarifah Zafira Zain; Fitri Anjarwati; Wilda Isna Kartika
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 Nensy Triristina; Elva Zakiyatul Fikria
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 Nadia Aliyatuz Zulfa; Sigit Purnama
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; Arsan Shanie; 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; Sri Maisari; Mohamad Fauzil Adhim Asnawi; Hamimah Hamimah; Hennira Rohyatin
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.
Intensity of Gadget Use and Its Impact on Early Childhood Psychosocial Development: A Study in Rurat Communities in Indonesia Khoirotus Silfiyah; Ika Novita Sari
Al Hikmah Indonesian Journal of Early Childhood Islamic Education Vol. 10 No. 1 (2026): IJECIE
Publisher : Universitas Al-Hikmah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35896/8ydv6111

Abstract

Technological transformation offers various conveniences when utilized appropriately and wisely. In fact, the portrait of gadget use is often misused, especially by children. This certainly impacts their development. The purpose of this study was to examine the impact of gadget use on the psychological development of early childhood. A qualitative approach was used, using interviews with 11 parents of children aged 10 to 5 years. The collected data was then analyzed using thematic analysis. The research findings indicate that gadget use in children begins at a very early age, with an intensity of 30 minutes to 6 hours per day. Although there are positive impacts such as improved verbal skills, introduction of basic concepts, and broadening of insight through educational content, negative impacts are found to be more dominant. Gadget use is seen to significantly impact various aspects of children's psychology. These negative impacts include tantrums, dependency, emotional dysregulation, decreased social skills, and imitation of inappropriate viewing behavior. This uncontrolled intensity of use has the potential to disrupt children's physical, cognitive, emotional, and social development in the long term. Thus, the urgency of this research emphasizes the need for close parental guidance and supervision when children operate gadgets, in order to optimize children's development according to their phase and needs.
Implementation of the Trader Role Play Method to Improve the Social and Emotional Abilities of Early Childhood Arif Nursihah; Heri Hidayat; Devy Oktaviany; Indah Sari Dewi. Z
Al Hikmah Indonesian Journal of Early Childhood Islamic Education Vol. 10 No. 1 (2026): IJECIE
Publisher : Universitas Al-Hikmah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35896/yn6nv632

Abstract

Early childhood education contributes significantly to building the foundation of children's abilities, including social-emotional skills, which are the foundation that will foster a sense of security, the ability to socialize, communicate, and share with friends. However, observations show that most children aged 5-6 years still fight over toys, hit friends, get angry easily, and like to give orders. The purpose of this study is to improve social-emotional skills through the application of the trader role-play method. This study uses the classroom action research (CAR) model from Kemmis & Mc Taggart which was implemented in two cycles on 21 children in group B Raudhatul Athfal. Data collection was carried out through observation, performance assessment, interviews and documentation, then analyzed qualitatively with triangulation of techniques and sources. The results of the study showed an increase in social-emotional skills. In the first cycle, the majority of children were in the "sufficient" category, while in the second cycle there was a significant increase with many children reaching the "good" category. The application of trader role-play with various media, teacher reflection, and active child involvement has proven successful in creating more interactive and meaningful learning. This study concludes that the implementation of the trader role-play method is an effective strategy for stimulating early childhood social-emotional skills while strengthening self-confidence, adapting to their environment, and fostering social interactions. The practical contribution of this study is the implementation of the trader role-play method, which can be adapted by early childhood education teachers in their daily learning.
Interactive Books for Problem Solving: Improving Cognitive Skills in Early Childhood Education Linda Komala; Besse Nirmala; Ika Juhriati; Durrotunnisa Durrotunnisa
Al Hikmah Indonesian Journal of Early Childhood Islamic Education Vol. 10 No. 1 (2026): IJECIE
Publisher : Universitas Al-Hikmah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35896/15pdwk37

Abstract

This development highlights children's cognitive ability issues, particularly their problem-solving abilities which are below average for the five to six age group. This research is intended to create a practical and efficient interactive book medium. This development applies the R&D method. The procedures passed include the identification phase, design, development stage, which is then followed by implementation and thorough testing (Evaluation)). The number of research subjects was 15 children. In order to determine the media’s viability and efficacy, data analysis techniques werw employed, utilizing both quantitative and descriptive qualitative methods. In addition to user trials, product validation involves three specialists: material, language, and media. 'Highly Valid' is the decision given for this interactive book medium, which receives a 100% score in the validation process. N-Gain was also determined to be 88% in the efficacy test. The effectiveness criterion is >76%, so this figure is considered effective and belongs to the high group. Since this interactive book media has the potential to greatly enhance student learning result, it is extremely practical to employ it as a learning activity support.
The Utilization of Artificial Intelligence (AI) Based Digital Media to Realize Joyful Learning Nurul Novitasari; A.M. Miftah Anshori; Siti Khoiriyah; Nur Lailatul Fitri
Al Hikmah Indonesian Journal of Early Childhood Islamic Education Vol. 10 No. 1 (2026): IJECIE
Publisher : Universitas Al-Hikmah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35896/ps8yr226

Abstract

This study aims to describe the use of Artificial Intelligence (AI) based digital media in creating joyful learning at TK Assurur Kedungjambe. The research subjects were 17 children from group A1. The digital media used were Wordwall and Animated Drawing, presented through an Interactive Flat Panel (IFP) that allowed children to interact directly with the media. The study employed a qualitative descriptive approach. Data collection techniques included observation, interviews, and documentation. Data analysis was carried out through data reduction, data presentation, and conclusion drawing. The validity of the data was ensured through technique triangulation and source triangulation. The results showed that the use of AI media was able to create an enjoyable learning atmosphere, with children actively engaged in motor, cognitive, and affective domains. Learning also became more contextual through the theme of family professions. The children appeared enthusiastic, focused, happy, and confident in expressing their ideas. The teacher acted as a facilitator, enabling a dialogic and participatory learning process. Thus, the integration of AI-based digital media has the potential to enhance motivation, creativity, and the quality of joyful learning for early childhood.
Developing Virtual Reality-Based Interactive Learning Media to Strengthen Islamic Character Values in Early Childhood Education Siti Labiba Kusna; Ahmad Farid Utsman
Al Hikmah Indonesian Journal of Early Childhood Islamic Education Vol. 10 No. 1 (2026): IJECIE
Publisher : Universitas Al-Hikmah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35896/qmxncg41

Abstract

This study was conducted to address the challenge of underdeveloped Islamic character values among early childhood learners, which is influenced by limited instructional media and the high exposure to inappropriate digital content. Conventional teaching methods have not been able to present moral values in ways that are concrete, engaging, and meaningful for young learners, thus highlighting the need for an immersive technology-based innovation. This research aims to develop and evaluate a Virtual Reality–based interactive learning media designed to strengthen key Islamic character values, including prayer discipline, honesty, trustworthiness, and tolerance. The study employed a Research and Development approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Media expert validation resulted in a feasibility score of 93.33 percent, while the material expert scored the product at 90 percent, indicating that the media is highly feasible. Implementation with early childhood learners showed an improvement in character scores from an average of 65.75 in the pretest to 83.54 in the posttest, with consistent behavioral enhancement demonstrated by all participants. The findings confirm that Virtual Reality provides a concrete, engaging, and meaningful learning experience that effectively supports the internalization of Islamic values. This research contributes to the development of innovative instructional media relevant to contemporary Islamic education and offers a foundation for integrating immersive technologies into character learning at the early childhood level.

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