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ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Published by Institut Agama Islam Negeri Kudus
ISSN : 23550163     EISSN : 25023845     DOI : -
Core Subject : Education,
Other
Focus of ThufuLA : Jurnal Inovasi Pendidikan Guru Raudhatul Athfal publishes articles based on field research from researchers, teachers, lecturers, students, and education observers. Scope of ThufuLA : Jurnal Inovasi Pendidikan Guru Raudhatul Athfal are: 1. Technology and Early Childhood Learning Media 2. Early Childhood Education Curriculum 3. Early Childhood Learning Methods 4. Administration of Early Childhood Institution 5. Parenting
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 258 Documents
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The Development of an Interactive Pop-Up Storybook to Enhance Children's Self-Protection Skills Listyowati, Anies; Pratiwi, Indy Ari; Subhan, Subhan; Kinasih, Titah
THUFULA Vol 14, No 1 (2026): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v14i1.36674

Abstract

Child sexual abuse remains a critical public health concern in Indonesia, yet structured preventive education within early childhood institutions remains severely limited. This study developed an interactive pop-up storybook to enhance self-protection skills among Group B kindergarten children aged 5–6 years in the context of sexual violence prevention. Using the ADDIE instructional design model, 49 children from three kindergartens in South Surabaya were selected through multistage cluster random sampling. The instrument covered five dimensions: body part knowledge, touch recognition, refusal competency, trusted adult identification, and verbal response skills. Media feasibility was validated by three domain experts in instructional technology, early childhood education, and reproductive health, yielding a mean score of 87.9% (Very Feasible). Field trials proceeded through one-to-one, small group, and full implementation stages. Pre-test and post-test data were analyzed using a paired-sample t-test, with normality confirmed via Shapiro-Wilk. Results confirmed a statistically significant improvement (t = 3.501, p = 0.001), a moderate-to-large effect size (Cohen's d = 0.82), and a mean score gain of 16.57 points across five dimensions. Greatest gains occurred in foundational knowledge domains. The developed medium is valid, feasible, and effective for integration into early childhood educational settings as part of structured sexual violence prevention programs.
Teachers’ And Principals’ Understanding Of Steam In Early Childhood Education Under The Merdeka Curriculum: A Case Study Putri, Tata Antarisa; Pasiningsih, Pasiningsih
THUFULA Vol 14, No 1 (2026): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v14i1.36204

Abstract

The successful implementation of Science, Technology, Engineering, Arts, and Mathematics (STEAM) in early childhood education (ECE) depends on the extent to which those who are involved understand their roles. This study aimed to explore the understanding of STEAM learning among a kindergarten teacher and a school principal in an ECE setting implementing the Merdeka Curriculum. Using a qualitative research, data were collected through classroom observations, in-depth interviews, and document analysis at a kindergarten in Pati Regency, Central Java. Data were analyzed using the Miles and Huberman model. The findings revealed differences in participants’ understanding of STEAM, particularly in science, technology, and mathematics. The teacher tended to view science as observation, technology as electronic devices, and mathematics as number recognition, whereas the principal demonstrated more broader understanding. These differences influenced classroom practices, which remained largely teacher-centered and provided limited opportunities for children’s exploration, critical thinking, and creativity. The study highlights the importance of strengthening teachers’ understanding of STEAM and the role of school’s leader in guiding teacher in implementing STEAM learning in ECE.
Maternal Active Listening to Children's Daily Stories: Associations with Early Literacy and Social Development Inten, Dinar Nur; Lichandra, Funny
THUFULA Vol 14, No 1 (2026): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v14i1.36333

Abstract

Parenting communication is often dominated by one-way instruction, marginalizing the crucial role of the mother as an active listener. This study aims to analyze the communication strategies of mothers when listening to children's narratives and their contribution to literacy and early socialization. The study used a quantitative approach with a survey method of 238 mothers who had early childhood (4-6 years) in Bandung Regency, which was dominated by housewives (71.8%) and high school educated (54.2%). Data collection used a questionnaire of three main dimensions: communication strategy, literacy contribution, and early socialization. The results showed that the strategy of active listening through providing positive responses and open-ended questions ("Then what?") was the most dominant strategy implemented with a high percentage of approval (64.3% Strongly Agree). This strategy contributes significantly to literacy, where 95.8% of respondents admitted that there is an increase in the richness of children's vocabulary. In terms of socialization, this routine has been proven to be effective in strengthening emotional relationships (62.6% Strongly Agree) and helping to reduce tantrums in children. In conclusion, listening to children's daily stories is an effective stimulation method that strengthens emotional relationships while building a child's academic and social foundation
Exploring Early Numeracy Development Through Concrete Manipulative Play: A Qualitative Study of 5–6 Year Old Children in an Indonesian Kindergarten Nauratuddini, Nauratuddini; Christianti, Martha
THUFULA Vol 14, No 1 (2026): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v14i1.34815

Abstract

This study explores early numeracy development through concrete manipulative play among children aged 5–6 years in an Indonesian kindergarten. The study addresses the challenge of developing numeracy skills in early childhood, particularly when learning experiences rely heavily on abstract instruction rather than direct interaction with meaningful materials. A descriptive qualitative approach was employed at TK Pembina Bantul, involving 24 children and two teachers. Data were collected through participatory observation, semi-structured interviews, and documentation and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that concrete manipulative play supports children’s understanding of fundamental numeracy concepts through hands-on engagement with familiar objects from their immediate environment. Children demonstrated one-to-one correspondence by matching vegetable replicas to written numerals, arranging wooden blocks by size and dimension, classifying buttons by color, and applying comparison symbols to represent quantitative relationships. These activities enabled children to develop conceptual understanding of quantity, classification, seriation, and numerical symbols through meaningful and enjoyable learning experiences. The study highlights three factors that facilitated numeracy development: the use of familiar manipulatives, a playful learning environment, and adaptive teacher scaffolding that guided children from concrete manipulation to symbolic representation. The findings suggest that concrete manipulative play provides developmentally appropriate opportunities for constructing early mathematical understanding in kindergarten settings.
The Jarimatika Extracurricular Programme in Developing Early Childhood Numeracy Skills Muarifah, Siti Lailatul; Muthohar, Sofa; Fatmawati, Nilal Muna
THUFULA Vol 14, No 1 (2026): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v14i1.35335

Abstract

Early numeracy skills are the fundamental foundation for young children to master more complex mathematical concepts in the future. However, classical learning methods are often considered less enjoyable and challenging for children, thereby hindering their interest and the development of their numeracy skills. This research aims: (1) To describe the planning and implementation process of the Jarimatika extracurricular program, (2) To analyze the impact of the program on the development of children's early numeracy skills, and (3) To identify the supporting and inhibiting factors in its implementation. The research method used is descriptive qualitative with a case study approach. Data collection techniques were carried out through participant observation, in-depth interviews with teachers, and documentation studies. The results show that the implementation of the Jarimatika extracurricular program, which includes the stages of introduction, habituation, and repetition through songs and games, was carried out systematically and enjoyably. This program proved effective in developing children's early numeracy skills, particularly in the aspects of understanding number concepts, addition, and subtraction operations. The children became more enthusiastic, confident, and skilled in solving simple arithmetic problemsThe conclusion of this research affirms that the Jarimatika extracurricular program can serve as a significant innovative method for creating enjoyable and meaningful numeracy learning, while simultaneously strengthening children's numeracy skills from an early age
Implementing the Deep Learning Approach for Religious Literacy in Early Childhood: A Case Study Risnawati, Atin; Hafidhoh, Husnul; Permadi, Muhammad
THUFULA Vol 14, No 1 (2026): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v14i1.36238

Abstract

Early childhood education provides a crucial foundation for character development, including the cultivation of religious literacy. Within the context of the Merdeka Curriculum, which offers flexibility for early childhood education institutions, the Deep Learning approach has emerged as a promising strategy for fostering the holistic internalization of Islamic values. This study aimed to examine the implementation of the Deep Learning approach in fostering religious literacy among young children at IT Syntax Bubbly School Kindergarten. Employing a qualitative case study design, data were collected through participatory observations, in-depth interviews, and document analysis involving purposively selected teachers, the principal, and students. Data were analyzed using the Miles and Huberman interactive model. The findings revealed that the Deep Learning approach was implemented through exploratory, reflective, and project-based strategies, which supported children's understanding, appreciation, and enactment of religious values. The integration of religious literacy into daily activities, along with collaboration with parents, further facilitated the internalization of these values. However, several challenges were identified, including limited learning media and insufficient teacher competence. The study highlights the potential of the Deep Learning approach to support the holistic development of religious literacy in early childhood. It underscores the importance of strengthening teacher capacity and learning resources to optimize its implementation.
Young Children’s Connectedness to Nature: Profiles and Influencing Factors Rochimah, Nur; Hasanah, Nur; Karnia, Nia; Riana, Nancy; Khoerunnisa, Tasyia
THUFULA Vol 14, No 1 (2026): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v14i1.36363

Abstract

Young Children’s connectedness to nature is an important foundation for the development of pro-environmental attitudes and behaviors from an early age. Such connectedness cannot be separated from the role of the family as the child’s closest environment, particularly through family characteristics and parent participation in the environment. This study aims to describe mothers’ educational levels, parent participation in the environment, and young children’s connectedness to nature, as well as to analyze the influence of mothers’ education levels and parent participation in the environment on young children’s connectedness to nature. This study employed a cross-sectional design using a quantitative associative-causal approach and involved 167 parents of children aged 4 to 7 years in Karawang Regency, who were selected using simple random sampling. Data were collected using questionnaires measuring mothers’ educational levels, parent participation in the environment, and young children’s connectedness to nature, and were analyzed using descriptive statistics and multiple linear regression analysis. The results indicate that mothers’ educational levels were generally in the middle to high categories, while parent participation in the environment was at a moderate level. Young Children’s connectedness to nature was found to be in the moderate to high category, particularly in the aspects of enjoyment of nature and awareness of nature. The results of the regression analysis show that mothers’ educational levels have a positive effect on young children’s connectedness to nature; however, parent participation in the environment demonstrates a stronger and more significant influence. These findings emphasize that young children’s connectedness to nature is more strongly shaped by active parental involvement in environmental activities than by mothers’ educational background. This study provides important implications for the development of environmental education in early childhood by highlighting the role of families and direct parental involvement in children’s environmental experiences.
From Intuitive Practice to Intentional Pedagogy: Subitization in Wetland-Based Early Childhood Education Novitawati, Novitawati; Doddyansyah, Muhammad Rusvendy; Auliya, Alfiana Falan Syarri; Fitria, Fadilatul
THUFULA Vol 14, No 1 (2026): ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal
Publisher : PIAUD Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/thufula.v14i1.36255

Abstract

Subitization is an important aspect of early numeracy that enables children to recognize small quantities without counting and serves as a foundation for number sense development. Although wetland environments provide rich opportunities for contextualized numeracy learning, their potential remains underutilized in many early childhood education settings. This study investigated teachers’ understanding and implementation of subitization-related activities and explored the extent to which wetland contexts are incorporated into early numeracy learning. Using a qualitative case study design, data were collected through interviews and classroom observations involving teachers from Pembina Inti Kindergarten in Banjarmasin, Indonesia. Data were analyzed through condensation, display, and conclusion drawing. The findings reveal that teachers regularly engage children in activities that support subitization, such as dice, domino, and object-recognition games. However, they do not explicitly identify these practices as subitization. This indicates a gap between intuitive classroom practice and intentional pedagogical understanding. In addition, wetland resources and experiences are rarely integrated into numeracy activities despite their relevance to children’s local environment. The study highlights the need for professional development and curriculum support to bridge intuitive practice and intentional pedagogy in subitization learning and to promote the meaningful integration of wetland contexts into early childhood numeracy education.

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