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Abdulloh Aziz Assa'diy
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HADHANATUNA: Journal of Early Childhood Education
Published by Institut Studi Islam Muhammadiyah Pacitan
ISSN : 31242642     EISSN : 31242642     DOI : https://doi.org/10.52640/2rzd1r48
Core Subject : Religion, Humanities, Education, Social,
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
HADHANATUNA: Journal of Early Childhood Education is a peer-reviewed scientific periodical published by the Early Childhood Islamic Education Study Program (PIAUD), Faculty of Tarbiyah, ISIMU Pacitan. The journal is published biannually in February and August and serves as an open-access platform for researchers, educators, and practitioners to disseminate scholarly work and innovative ideas in the field of Islamic Early Childhood Education. The name HADHANATUNA—derived from the Arabic word ḥaḍānah (حضانة), meaning "nurturing" or "care"—reflects the journal’s philosophical foundation: that education in early childhood is not merely about instruction, but about loving guidance, spiritual formation, and holistic growth rooted in Islamic values. Scope of the Journal The scope of HADHANATUNA: Journal of Early Childhood Education covers theoretical, empirical, and applied research related to early childhood education—especially from Islamic and multidisciplinary perspectives. Topics include (but are not limited to): Developmental Domains; Moral and religious values development, Physical and motor development, Social and emotional development, Cognitive and linguistic growth, Artistic, aesthetic, and creative development. Pedagogical and Institutional Focus; Parenting models and early childhood education at home, Management of early childhood education institutions, Learning strategies and curriculum innovation, Educational games and learning media, Assessment and evaluation in child development. Contemporary and Contextual Themes; Early childhood psychology and empowerment, Islamic perspectives on child development, Integration of technology and digital learning for young children, Teacher professionalism and Islamic educational leadership, Community participation in early childhood education
Arjuna Subject : Umum - Umum
Articles 18 Documents
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Children’s Language Development from the Perspective of the Al-Qur’an Supandi Supandi; Samaher Samaher
HADHANATUNA: Journal of Early Childhood Education Vol 1 No 2 (2025): August 2025
Publisher : Institut Studi Islam Muhammadiyah (ISIMU) Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/wmwct082

Abstract

This article explores children’s language development from the perspective of the Al-Qur’an and contemporary developmental theory. Language is viewed in Islam as a divine gift that shapes thought, identity, and moral behavior. The Qur’an emphasizes that Allah teaches humans the ability to speak (Qur’an 55:1–4), indicating that language development is both natural and God-guided. Drawing on psychological and educational literature, this study highlights that children acquire language through interaction, imitation, and meaningful communication within their social context, particularly the family. Qur’anic narratives, such as the dialogue between Luqman and his son, illustrate the importance of nurturing speech through wisdom, affection, and moral guidance. The discussion reveals that language development in Islamic thought is holistic, integrating emotional, intellectual, social, and spiritual dimensions. Early exposure to positive communication, Qur’anic recitation, and ethical language use supports both linguistic competence and faith development. The article concludes that parents and educators play a central role in shaping language environments that are dialogic, value-oriented, and spiritually enriching. This integrated approach offers an alternative conceptual framework for understanding language development that connects scientific insight with religious wisdom, particularly within Muslim educational contexts.
Early Childhood Education in the Perspective of Luqman al-Hakim Dewi Astuti; Sanusi Makhda
HADHANATUNA: Journal of Early Childhood Education Vol 1 No 2 (2025): August 2025
Publisher : Institut Studi Islam Muhammadiyah (ISIMU) Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/54m8jk92

Abstract

This study explores early childhood education from the perspective of Luqman al-Hakim as presented in Surah Luqman (12–19), emphasizing the integration of spiritual, moral, emotional, and social development within a holistic Islamic framework. Using a qualitative, textual, and thematic analysis approach, the research examines Luqman’s counsel as a model of value-based education rooted in tawhid, gratitude, moral discipline, humility, parental guidance, and social responsibility. The findings reveal that faith formation is positioned as the foundational dimension of a child’s development, shaping worldview, ethical identity, and behavioural orientation. Parental involvement emerges as the central mechanism of early education, characterized by wisdom-based dialogue, compassion, and exemplary conduct. The guidance of Luqman is shown to function as an early model of character education that aligns with contemporary holistic education principles, demonstrating the relevance of classical Islamic pedagogy to modern discourse. This study suggests that Luqman’s educational philosophy offers a meaningful framework for designing spiritually grounded and ethically responsive early childhood programs in Muslim contexts. By restoring the balance between intellectual growth and moral-spiritual formation, Luqman’s perspective contributes a timeless paradigm for nurturing dignified, reflective, and socially responsible children in today’s world.
Improving Early Childhood Interest In Learning Arabic Through Play-Based Methods Aep Anwar; Ajeng Kharisma
HADHANATUNA: Journal of Early Childhood Education Vol 2 No 1 (2026): February 2026
Publisher : Institut Studi Islam Muhammadiyah (ISIMU) Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/ak0pw063

Abstract

This study aimed to improve early childhood interest in learning Arabic through the implementation of play-based methods at RA AL Huda Pamulang. The research employed a Classroom Action Research (CAR) design involving 10 students aged 5–6 years. The study was conducted in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected through observation sheets, field notes, and documentation. Students’ learning interest was measured based on five indicators: attention, participation, enthusiasm, responsiveness, and task persistence. The results showed a significant improvement in students’ learning interest across research stages. In the pre-cycle stage, the overall percentage of learning interest was 45% (Fair category). After the implementation of play-based activities in Cycle I, the percentage increased to 68% (Good category). Further refinements in Cycle II, including storytelling, movement-based games, and structured group activities, resulted in an increase to 85% (Very Good category), exceeding the predetermined success criterion of 75%. The findings indicate that play-based learning effectively enhances motivation, engagement, and active participation in Arabic language instruction for young learners. The study concludes that integrating games, songs, role-play, and interactive storytelling into Arabic lessons creates a positive emotional learning environment that supports both linguistic development and intrinsic motivation. Therefore, play-based methods are highly recommended for early childhood Arabic education, particularly in Islamic educational settings.
The Application of Flash Card Media in Improving Arabic Vocabulary in Early Childhood Ahmad Saefulloh; Titik Rokayani; Windasari Warih
HADHANATUNA: Journal of Early Childhood Education Vol 2 No 1 (2026): February 2026
Publisher : Institut Studi Islam Muhammadiyah (ISIMU) Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/kqnm4606

Abstract

Learning Arabic for early childhood requires an approach that suits the characteristics of their cognitive development, especially in vocabulary mastery. Children tend to easily understand and remember language through visual stimuli and enjoyable learning experiences. This study aims to analyze the effectiveness of implementing Flash Card media in improving Arabic vocabulary mastery in children. The research method used is Library Research by reviewing relevant national and international journal articles in the last 5–10 years. Data were collected through academic database searches and analyzed qualitatively by comparing the main findings from various studies. The results of the study indicate that Flash Card media is effective in improving children's memory, understanding, and motivation to learn Arabic vocabulary. This effectiveness is supported by the visual character of the media, repetition, and the application of interactive and enjoyable learning methods. Thus, Flash Card media can be used as an alternative, innovative and applicable learning media in learning Arabic for early childhood.
The Importance of Early Arabic Language Learning in the Early Childhood Education Curriculum Riza Novanto; Dhimas Romadhoni; Widyaningsih Widyaningsih; Chusna Apriyanti
HADHANATUNA: Journal of Early Childhood Education Vol 2 No 1 (2026): February 2026
Publisher : Institut Studi Islam Muhammadiyah (ISIMU) Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/21xqze55

Abstract

This study aims to examine the significance of integrating Arabic language learning into the early childhood education (ECE) curriculum. Arabic, as the language of the Qur'an, plays a crucial role in understanding Islamic teachings and shaping Muslim identity. This research emphasizes the cognitive benefits gained from learning a foreign language at an early age, such as improved memory, problem-solving skills, and cognitive flexibility. Effective teaching methods, including game-based learning, the use of visual media, and communicative approaches, can stimulate children's interest in Arabic. The integration of Islamic values into Arabic language learning is also an essential factor in developing good character and moral values in children. Therefore, this study concludes that introducing Arabic language learning from an early age provides a strong foundation for understanding religion, strengthening Muslim identity, improving communication skills, and preparing children for further education. This qualitative study with a case study design was conducted at PIAUD Dusun Meling, Jetak Village, involving two early childhood teachers and 15 children aged 4–5 years. Data were collected through observation, interviews, and documentation over approximately two months. The findings indicate that the teacher’s role as a play-scenario designer, interaction facilitator, provider of positive feedback, and motivator is crucial. Role-playing methods were found to improve children’s ability to pronounce basic Arabic vocabulary, construct simple sentences, and communicate in real-life situations. The study highlights the importance of optimizing the teacher’s role in role-play methods to enhance Arabic speaking skills among early childhood learners. The implications emphasize the need for social-emotional learning that promotes collaboration, empathy, and self-regulation from an early age to foster positive peer relationships.
Analysis of Early Childhood Education Background on Adaptation and Adjustment Skills in the Kindergarten Environment: A Comparative Study Between PAUD and Non-PAUD Graduates Abdulloh Aziz Assa'diy; Sevira Putri Rosa
HADHANATUNA: Journal of Early Childhood Education Vol 2 No 1 (2026): February 2026
Publisher : Institut Studi Islam Muhammadiyah (ISIMU) Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/4em6t004

Abstract

Early Childhood Education (ECE) plays an important role in preparing children to enter formal education, particularly in terms of their ability to adapt and adjust to the school environment. This article aims to analyze comparatively the adaptation and adjustment abilities of children aged 5–6 years based on their educational background, namely between ECE graduates and non-ECE graduates. This study employed a qualitative approach with a comparative study design. Data were collected through direct observation of children’s behavior during learning and play activities in the kindergarten classroom, focusing on aspects of environmental adaptation, social interaction, emotional regulation, and creativity in play. The data were analyzed through the stages of data reduction, data display, and conclusion drawing. The results showed that children who graduated from ECE demonstrated better adaptation skills, as indicated by their readiness to face the school environment, understanding of classroom routines, independence, and compliance with rules. In addition, ECE graduates showed more developed social-emotional adjustment and higher creativity in play compared to non-ECE children. These findings confirm that ECE contributes positively to preparing children for the kindergarten environment and supports children’s holistic development.
Literature Study on the Influence of Parenting Styles as a Critical Challenge for Early Childhood Education Teachers Titik Rokayani; Dwi Anggi; Sri Katoningsih; Monique Sénéchal
HADHANATUNA: Journal of Early Childhood Education Vol 2 No 1 (2026): February 2026
Publisher : Institut Studi Islam Muhammadiyah (ISIMU) Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/5eyj4524

Abstract

Parenting styles play an important role in determining the quality of early childhood development, making them a crucial topic of study for early childhood education teachers in understanding the dynamics of learning that occur in schools. This study aims to examine the influence of various parenting styles on child development and to identify the challenges faced by early childhood education teachers in aligning education at home and at school. This research employs a systematic literature review method by analyzing relevant scholarly articles related to parenting styles, social-emotional development, character development, and parent–teacher collaboration. The findings indicate that democratic and supportive parenting styles contribute positively to children’s social-emotional development and character formation, while authoritarian and permissive parenting styles tend to cause behavioral problems and difficulties in adapting to early childhood education environments. The discussion emphasizes that harmonious collaboration between parents and teachers is essential to create a consistent learning environment that supports the optimal development of young children.
Optimizing Early Childhood Mental Health Through Social–Emotional Stimulation Using Educational Play Equipment (APE) Puji Nursilah; Abdulloh Aziz Assa’diy; Selda Aras
HADHANATUNA: Journal of Early Childhood Education Vol 2 No 1 (2026): February 2026
Publisher : Institut Studi Islam Muhammadiyah (ISIMU) Pacitan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52640/drhe5y55

Abstract

Early childhood mental health is a fundamental aspect that determines the quality of children’s social, emotional, and cognitive development in later stages. One of the strategies to support early childhood mental health is through the use of Educational Play Tools (APE). This study aims to analyze the optimization of early childhood mental health through social–emotional stimulation by utilizing APE. The method used in this research is a qualitative Systematic Literature Review (SLR) approach. Data were obtained from various relevant national journal articles through a systematic process of selection, evaluation, and synthesis of research findings related to the use of APE in supporting children’s social–emotional development. The results of the study indicate that: (1) social–emotional stimulation plays an important role in shaping healthy mental development in early childhood, particularly in terms of emotional regulation, empathy, and social interaction skills; (2) APE has proven effective in stimulating social skills, improving emotional regulation, strengthening empathy, and helping children cope with stress through play activities; and (3) the mechanism for optimizing mental health through APE occurs through structured learning environments, positive peer interactions, and play processes that facilitate the development of resilience, self-confidence, and problem-solving skills.

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