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Journal of Early Childhood Islamic Education
Published by Sekolah Tinggi Agama Islam Kuningan
ISSN : -     EISSN : 30901170     DOI : https://doi.org/10.59784/albanat
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Journal of Early Childhood Islamic Education is a double-blind peer-reviewed academic journal with open access, dedicated to research and discussions in multidisciplinary fields. The journal is published biannually by Sekolah Tinggi Agama Islam Kuningan (STAIKU). Journal of Early Childhood Islamic Education provides a platform for ongoing discussions on relevant issues within its focus and scope, particularly those that can be examined empirically. The journal covers, but is not limited to, the following topics: 1). Islamic-based curriculum development for early childhood education 2). Strategies for teaching Islamic values to young children 3). Child development psychology from an Islamic perspective 4). Innovation in Islamic educational media and learning for early childhood 5). Management of Islamic early childhood education institutions
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 14 Documents
 1   2 
Enhancing Children's Cognitive Skills through Play-Based Early Childhood Education at RA Nurul Iman Leuwimunding, Majalengka Fajari, Alka
Al-Banat: Journal of Early Childhood Islamic Education Vol. 2 No. 2 (2025): Journal of Early Childhood Islamic Education
Publisher : Sekolah Tinggi Agama Islam Kuningan (STAIKuningan)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/nmhx2y70

Abstract

Backround: Despite growing evidence supporting play-based learning for cognitive development, many early childhood education (ECE) institutions in Indonesia, particularly in semi-urban settings, still emphasize teacher-centered academic approaches. This creates tension between developmental appropriateness and academic pressure from parents and market expectations.Objective: This study aimed to explore the implementation of play-based learning and its effectiveness in enhancing cognitive skills of children aged 4–6 years at RA Nurul Iman Leuwimunding, Majalengka, and identify contextual barriers and enabling factors.Method: A qualitative case study approach was employed, involving 160 classroom observation sessions, 43 in-depth interviews with stakeholders (teachers, parents, head of institution, and children), two focus group discussions, and document analysis over six months. Data were analyzed using constant comparison and thematic analysis informed by grounded theory.Findings and Implications: Six major themes emerged: (1) significant tension between academic pressure and developmental appropriateness, with academic drills occupying 42% of learning time versus 8% for structured play; (2) substantial gap between teachers' conceptual understanding of play's value and technical competence to facilitate cognitive-focused play (100% recognize importance but only 17% can explain cognitive mechanisms); (3) successful adaptation of play-based approaches in resource-constrained settings; (4) critical role of teacher professional development; (5) low parental engagement in supportive play at home despite significant potential; and (6) absence of systematic monitoring of cognitive development through play. Targeted professional development, strategic parental engagement programs, curriculum integration frameworks, and systematic monitoring systems are essential to optimize play-based learning implementation.Conclusion: While play-based learning offers substantial potential for enhancing early cognitive development, its effectiveness depends critically on addressing knowledge gaps, institutional support, and stakeholder alignment in semi-urban ECE contexts.
Early Childhood Education Learning in the Context of Modern Technology (A Study at RA Annahdliyah Cirebon) Hafizudin, Hafizudin
Al-Banat: Journal of Early Childhood Islamic Education Vol. 2 No. 2 (2025): Journal of Early Childhood Islamic Education
Publisher : Sekolah Tinggi Agama Islam Kuningan (STAIKuningan)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/aw2g0r08

Abstract

Background: Despite growing evidence supporting play-based learning for cognitive development, many early childhood education (ECE) institutions in Indonesia, particularly in semi-urban settings, still emphasize teacher-centered academic approaches. This creates tension between developmental appropriateness and academic pressure from parents and market expectations.Objective: This study aimed to explore the implementation of play-based learning and its effectiveness in enhancing cognitive skills of children aged 4–6 years at RA Nurul Iman Leuwimunding, Majalengka, and to identify contextual barriers and enabling factors.Method: A qualitative case study approach was employed, involving 160 classroom observation sessions, 43 in-depth interviews with stakeholders (teachers, parents, head of institution, and children), two focus group discussions, and document analysis conducted over six months. Data were analyzed using constant comparison and thematic analysis informed by grounded theory.Findings and Implications: Six major themes emerged: (1) significant tension between academic pressure and developmental appropriateness, with academic drills occupying 42% of learning time compared to 8% for structured play; (2) a substantial gap between teachers’ conceptual understanding of play-based learning and their technical competence to facilitate cognitive-focused play; (3) successful adaptation of play-based approaches in resource-constrained settings; (4) the critical role of teacher professional development; (5) low parental engagement in supportive play at home; and (6) the absence of systematic monitoring of cognitive development. These findings imply the need for targeted professional development, strategic parental engagement programs, curriculum integration frameworks, and systematic monitoring systems to optimize play-based learning implementation.Conclusion: While play-based learning offers substantial potential for enhancing early cognitive development, its effectiveness depends critically on addressing teacher knowledge gaps, strengthening institutional support, and aligning stakeholders in semi-urban ECE contexts.
The Habituation of Religious-Based Programs to Strengthen Religious Character in Early Childhood at Al Furqon Kindergarten, Sindangbarang Village, Kuningan Regency Shobicha, Shobicha
Al-Banat: Journal of Early Childhood Islamic Education Vol. 2 No. 2 (2025): Journal of Early Childhood Islamic Education
Publisher : Sekolah Tinggi Agama Islam Kuningan (STAIKuningan)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/m2sf8565

Abstract

Background: Early childhood is a critical period for character development, as cognitive, emotional, and moral foundations are formed during this stage. Religious character education is particularly important in early childhood institutions, yet empirical research on structured religion-based habituation programs remains limited, particularly in Indonesian contexts.Objective: This study investigates how religious habituation programs strengthen religious character among early childhood learners at TK Al Furqon, Kuningan Regency, West Java. It identifies habituation program types, examines developmental phases, and analyzes outcomes related to religious competence and prosocial behavior within institutional, family, community, and cultural systems.Method: A qualitative case study was conducted during the 2024–2025 academic year. Data were collected through participant observation, in-depth interviews, document analysis, and focus group discussions involving teachers, administrators, parents, and students. Data triangulation ensured credibility and validity.Findings and Implications: Five religious habituation programs were identified: Qur'anic literacy and memorization, ritualized prayer habituation, moral character development, tawhid and Islamic knowledge instruction, and spiritual community ritual integration. Habituation progressed through three phases: external compliance, transitional internalization, and consolidating automaticity. Results showed that 87% of learners achieved Qur'anic recitation proficiency, 78% consistently participated in prayer, and 72% of parents reported increased prosocial behavior. A multidimensional habituation model integrating behavioral repetition, emotional engagement, peer modeling, ecological alignment, identity integration, and meaning-making was developed.Conclusion: Structured religious habituation programs significantly strengthen religious character development in early childhood when supported by aligned institutional, family, community, and cultural systems. The findings provide evidence-based guidance for educators and policymakers in designing effective religion-based habituation programs in early childhood education.
The Role of the Family in Supporting the Enhancement of Early Childhood Social Competence at RA Subulussalam Juntikedokan Kabupaten Indramayu Nursamsy, Dede
Al-Banat: Journal of Early Childhood Islamic Education Vol. 2 No. 2 (2025): Journal of Early Childhood Islamic Education
Publisher : Sekolah Tinggi Agama Islam Kuningan (STAIKuningan)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/vysqtx96

Abstract

Background: Family involvement is critical in early childhood social competence development, particularly in Islamic early childhood education where moral, spiritual, and social learning are integrated. However, empirical studies examining family support for social competence within Islamic educational contexts in Indonesia remain limited.Objective: This study examines how families support early childhood social competence enhancement at RA Subulussalam Juntikedokan, Indramayu Regency, identifying family support mechanisms, barriers and facilitators of engagement, and the influence of Islamic pedagogical values on family involvement.Method: Applying qualitative design, data were collected from 12 parents, 6 teachers, and 3 administrators through semi-structured interviews, focus group discussions, classroom observations, and document analysis. Thematic analysis identified patterns related to family support practices, communication structures, and value-based engagement.Findings and Implications: Three primary support mechanisms emerged: parental understanding integrating Islamic values into social competence conceptualization, intentional home-based practices emphasizing emotional and social learning, and structured family–school communication facilitating child-centered collaboration. Islamic pedagogical values significantly shaped engagement, with parents perceiving social competence as moral-spiritual development rather than merely behavioral skill acquisition. Barriers included time constraints, limited parental knowledge, and socioeconomic pressures, though strong institutional commitment sustained engagement. These findings extend international literature by demonstrating that culturally and religiously informed frameworks enhance participation despite structural constraints.Conclusion: Authentic family–school partnerships are foundational for optimizing early childhood social competence within cultural and spiritual frameworks. Integrating Islamic values into family engagement strengthens children's emotional, moral, and social development, underscoring the need for contextually grounded involvement models in Islamic early childhood education.

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