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Yeni Fitriya
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SYURO: Jurnal Pendidikan Islam dan Pembelajaran Anak Usia Dini
Published by Sekolah Tinggi Ilmu Ekonomi Syariah Babussalam
ISSN : -     EISSN : 31250688     DOI : https://doi.org/10.64454/syuro.v1i01
Core Subject :
SYURO: Jurnal Pendidikan Islam dan Pembelajaran Anak Usia Dini is a scholarly journal that publishes research findings, theoretical studies, and innovations in the fields of education and the teaching profession at the early childhood education (AUD) level. This journal aims to serve as an academic forum for researchers, educators, faculty members, students, and education practitioners to share their ideas, empirical findings, and best practices in the field of early childhood education. The focus and scope of Syuro: Jurnal Pendidikan Islam dan Pembelajaran Anak Usia Dini cover various fields, including: 1. Learning innovations in early childhood education 2. Curriculum development and learning assessment in early childhood education 3. Educational technology and learning media in early childhood education 4. Competencies and professionalism of early childhood educators 5. Character education and moral values in early childhood education 6. Classroom action research (PTK) in early childhood education This journal is published periodically (twice a year) in June and December and undergoes a peer-review process to ensure the scientific quality of every published article. SYURO is committed to supporting the development of educational science and enhancing the quality and professionalism of educators in Indonesia and around the world.
Arjuna Subject : -
Articles 15 Documents
 1   2 
The Transformation of Early Childhood Social Interaction in Digital Learning: A Systematic Literature Review Keisya Keisya; Syifa Salsabila; Roby Naufal Arzaqi; Hesti Alfiyana
SYURO : Jurnal Pendidikan Islam dan Pembelajaran Anak Usia Dini Vol. 2 No. 01 (2026): SYURO : Jurnal Pendidikan Islam dan Pembelajaran Anak Usia Dini
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat STIES Babussalam

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Abstract

This study aims to analyze the transformation of social interactions among young children in digital learning through a literature review. Data were obtained from scientific articles indexed in Scopus, Google Scholar, SINTA, and Garuda from 2016 to 2025. The analysis was conducted through the stages of identification, selection, quality evaluation, and thematic synthesis of relevant literature. The findings indicate that digital learning influences young children’s social interactions through five key aspects: directed communication, collaboration and cooperative play, empathy and emotional regulation, the risk of passive screen exposure, and the roles of teachers and parents as social scaffolding. The results suggest that the impact of digital learning is not determined by the technology itself, but rather by the quality of instructional design, the interactivity of digital activities, and adult guidance.  The uniqueness of this study lies in its multidimensional mapping of young children’s social interactions, encompassing interpersonal communication, collaboration, empathy, peer interactions, and social-emotional responses within the context of digital learning. This study underscores the importance of appropriate pedagogical design and guidance to support the social development of young children. 
Development of a Social Emotional Assessment Instrument for 5-6 Year Old Children Based on Daily Activities at School Dea Wulandari Destari Dea
SYURO : Jurnal Pendidikan Islam dan Pembelajaran Anak Usia Dini Vol. 2 No. 01 (2026): SYURO : Jurnal Pendidikan Islam dan Pembelajaran Anak Usia Dini
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat STIES Babussalam

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Abstract

Socio-emotional development is a crucial aspect of early childhood development, supporting a child's ability to interact, adapt, and regulate their behavior within social environments. This study aimed to analyze the socio-emotional development of children aged 5–6 years based on daily activities conducted in an early childhood education setting. A quantitative descriptive approach utilizing an observational method was employed. The participants consisted of 10 children from "Group B" at a Raudhatul Athfal (Islamic kindergarten) in Bandung Regency. Data collection involved an observation instrument designed around socio-emotional development indicators aligned with the Standards for Child Development Achievement Levels. Direct observations were conducted over two days, covering various daily activities such as morning exercises, classroom lessons, group games, communal meals, and Dhuha prayers. The collected data were analyzed using quantitative descriptive techniques based on observation scores for each indicator. The results indicate that the children's socio-emotional development generally falls into the "good" category. The children demonstrated the ability to take turns, cooperate with peers, perform tasks independently, show responsibility for assigned duties, and exercise self-control during school activities. The findings suggest that daily activities provide opportunities for children to develop various socio-emotional aspects through interactions with both peers and teachers. Thus, daily school activities play a role in supporting the socio-emotional development of children aged 5–6 years.
The Theories of Naquib al-Attas and Ibn Miskawayh in Strengthening Aqeedah (Faith) and Self-Control to Overcome the FOMO Phenomenon in the Digital Era Farhan Dzulfikar
SYURO : Jurnal Pendidikan Islam dan Pembelajaran Anak Usia Dini Vol. 2 No. 01 (2026): SYURO : Jurnal Pendidikan Islam dan Pembelajaran Anak Usia Dini
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat STIES Babussalam

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Abstract

The phenomenon of "Fear of Missing Out" (FOMO) presents a challenge for society, particularly the younger generation, in the digital era. High-intensity social media usage drives individuals to constantly seek social validation, thereby affecting their mental health, behavior, and spiritual quality. While various studies have examined FOMO from the perspectives of psychology, self-regulation, spirituality, and moral education, few have integrated the strengthening of aqidah (Islamic creed) and self-control as a comprehensive solution. This study aims to analyze the relevance of the ideas of Syed Muhammad Naquib Al-Attas and Ibn Miskawayh regarding the strengthening of aqidah and self-control as a means to address the FOMO phenomenon in the digital age. Employing a qualitative library research method, the study analyzes the works of both figures alongside relevant scholarly journals. The findings indicate that, according to Al-Attas, strengthening aqidah—through the concepts of the Islamic worldview and *ta'dīb* (proper upbringing and discipline)—serves as a foundation for cultivating a correct perspective, thereby preventing individuals from being easily swayed by the culture of social validation. Meanwhile, Ibn Miskawayh emphasizes the importance of self-control achieved through moral cultivation, the regulation of base desires, and the habituation of virtuous behavior. Integrating these two perspectives yields a more holistic approach by combining aspects of faith and character formation to address the challenges posed by digital media. The study concludes that strengthening aqidah alongside developing self-control offers a relevant strategy for building spiritual, moral, and psychological resilience, enabling individuals to use digital media more wisely and in accordance with Islamic values.
The Impact of Gadgets (Screen Time) on the Social Interaction Skills of Early Childhood Children Nurdiana Eriza; Asri Neli Putri
SYURO : Jurnal Pendidikan Islam dan Pembelajaran Anak Usia Dini Vol. 2 No. 01 (2026): SYURO : Jurnal Pendidikan Islam dan Pembelajaran Anak Usia Dini
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat STIES Babussalam

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Abstract

This study is motivated by the rapid advancement of digital technology, which has led to prolonged gadget usage (screen time) among early childhood children—a trend suspected of impacting their social development. The study aims to determine the effect of screen time on the social interaction skills of young children. A literature review methodology was employed, utilizing keywords such as the impact of gadgets on early childhood and early childhood social interaction skills. Data analysis indicates that the duration of gadget usage has a significant negative impact on young children's social interaction skills. Higher screen time intensity correlates with reduced ability to initiate conversations, interpret body language, and manage emotions (such as sharing or yielding) during interactions with peers. This occurs because the one-way visual stimulation provided by screens displaces crucial time that children would otherwise spend interacting in the real-world social environment. The study concludes that gadget dependency hinders the development of adaptive behaviors in children. Therefore, it is recommended that parents strictly limit their children's screen time and encourage more collaborative physical activities with the family.
The Vygotsky's Sociocultural Theory in Islamic Early Childhood Education Practice at Raudhatul Athfal Ulyulya Uly
SYURO : Jurnal Pendidikan Islam dan Pembelajaran Anak Usia Dini Vol. 2 No. 01 (2026): SYURO : Jurnal Pendidikan Islam dan Pembelajaran Anak Usia Dini
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat STIES Babussalam

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Abstract

This study aims to analyze the application of Vygotsky’s sociocultural theory in Islamic early childhood education practices at RA Riyadlotul Ulum, Kunir, Dempet, Demak, focusing on the zone of proximal development, scaffolding, social interaction, language, play, and the internalization of Islamic values. The study employs a descriptive qualitative approach with a case study design. The data presented in this manuscript are simulated data developed from interview and observation guidelines designed for the context of RA Riyadlotul Ulum; therefore, their use for scientific publication must be validated through actual field data collection. The simulated informants consist of the head of the RA, two classroom teachers, and one teaching assistant, while observations focus on religious habituation, group play, Islamic role-playing, story-based literacy activities, and conflict resolution. Data analysis is conducted through data condensation, data display, and thematic conclusion drawing. The simulated findings indicate five main patterns: teachers as developmental mediators, the gradual provision of scaffolding, the utilization of peer interaction as a source of support, the use of language and dialogue as mediational tools, and the integration of Islamic values through play, modeling, habituation, and social problem-solving. These findings suggest that Islamic early childhood education can be understood as a sociocultural process in which children acquire knowledge, language, habits, and values through interactions with teachers, peers, families, and their cultural environment. This study concludes that Vygotsky’s sociocultural perspective provides a relevant framework for connecting active learning, socio-cognitive development, and Islamic values education in early childhood

Page 2 of 2 | Total Record : 15

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