cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Jabes Pasaribu
Contact Email
jabespasaribu@institutkristenrealbatam.ac.id
Phone
+6285372472039
Journal Mail Official
kampuslppm@gmail.com
Editorial Address
Batam Kota
Location
Kota batam,
Kepulauan riau
INDONESIA
Real Kiddos: Jurnal Pendidikan Anak Usia Dini
Published by Institut Agama Kristen REAL Batam
ISSN : -     EISSN : 29632935     DOI : https://doi.org/10.53547/mqfnnn80
Core Subject :
Real Kiddos: Jurnal Pendidikan Anak Usia Dini is an open-access, peer-reviewed scientific journal managed by the Early Childhood Christian Education Study Program and published by Institut Agama Kristen REAL Batam, Riau Islands, Indonesia. The journal is registered under E-ISSN 2963-2935 (online) and accepts articles in both Indonesian and English. The primary focus of Real Kiddos is the publication of scholarly works in the field of early childhood education, particularly from the perspective of Christian education, examined through academic, interdisciplinary, and contextual approaches (see the Focus and Scope section for details). Real Kiddos welcomes contributions from academics, practitioners, educators, researchers, and students, both from Indonesia and abroad, who are committed to the holistic development of early childhood education. The journal is published twice a year, in March and September, and aims to serve as a reputable platform for scientific publication at both the national and international levels. All manuscripts that meet the submission requirements are evaluated by expert reviewers through a double-blind review process.
Arjuna Subject : -
Articles 7 Documents
 1 
Search results for , issue "vol. 4 no. 2: march 2026" : 7 Documents clear
From Bethlehem to the Classroom: An Incarnational Paradigm for Christian Early Childhood Education Gunawan; Sri Pertiwi
Real Kiddos: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 2: March 2026
Publisher : Institut Agama Kristen REAL Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53547/grkdde11

Abstract

This article develops an incarnational pedagogical paradigm for Christian early childhood education, grounded in the biblical narrative of the Incarnation as presented in Luke 2:1-20 and John 1:14. Employing a constructive theological method, the study integrates exegetical analysis of the selected biblical texts with contemporary educational theory and developmental psychology to formulate a holistic framework for children aged 0-6. Four interconnected dimensions are proposed: pedagogy as hospitality, curriculum as narrative participation, assessment as gift and growth, and community as the primary site of formation. The study argues that the Incarnation, understood as God's embodied presence in Jesus Christ, fundamentally reorders the logic of Christian education by displacing cognitive-centered and performance-driven models in favor of a framework centered on embodiment, relational presence, and prevenient grace. Children are affirmed as imago Dei, possessing intrinsic dignity and spiritual capacity prior to any academic achievement. The study concludes that when incarnational theology fully inhabits educational practice, the Christian classroom becomes a modern Bethlehem, a sacred space where divine love is made concretely real in the lives of young children and where the church reclaims its formative role in holistic child development. Keywords: incarnational theology; Christian early childhood education; embodied pedagogy; imago Dei; spiritual formation Abstrak Artikel ini mengembangkan paradigma pedagogis inkarnasional untuk pendidikan anak usia dini Kristen, yang berlandaskan pada narasi Alkitab tentang Inkarnasi sebagaimana tertuang dalam Lukas 2:1-20 dan Yohanes 1:14. Dengan menggunakan metode teologi konstruktif, penelitian ini mengintegrasikan analisis eksegesis teks Alkitab yang dipilih dengan teori pendidikan kontemporer dan psikologi perkembangan untuk merumuskan kerangka holistik bagi anak usia 0-6 tahun. Empat dimensi yang saling terhubung diusulkan, yakni pedagogi sebagai keramahtamahan, kurikulum sebagai partisipasi naratif, penilaian sebagai anugerah dan pertumbuhan, serta komunitas sebagai ruang pembentukan utama. Penelitian ini berargumen bahwa Inkarnasi, yang dipahami sebagai kehadiran Allah yang menjelma dalam diri Yesus Kristus, secara fundamental menyusun ulang logika pendidikan Kristen dengan menggeser model yang berpusat pada kognisi dan berorientasi kinerja, menuju kerangka yang berpusat pada penjelmaan, kehadiran relasional, dan anugerah yang mendahului. Anak-anak diteguhkan sebagai imago Dei, yang memiliki martabat intrinsik dan kapasitas spiritual sebelum pencapaian akademis apa pun. Penelitian ini menyimpulkan bahwa ketika teologi inkarnasional sepenuhnya menghuni praktik pendidikan, ruang kelas Kristen menjadi Betlehem modern, yakni ruang sakral di mana kasih ilahi diwujudkan secara nyata dalam kehidupan anak-anak usia dini, dan di mana gereja kembali mengemban perannya dalam pengembangan anak secara holistik. Kata Kunci: teologi inkarnasional; pendidikan anak usia dini Kristen; pedagogi terwujud; imago Dei; pembentukan spiritual
Mendidik Si Kecil dan Teologi: Analisis Filsafat Pendidikan Klasik Perennialisme, Esensialisme dan Rekonstruksionisme Jabes Pasaribu; Ervi Johan Lo; Tiurma Basa Marina Simanjuntak
Real Kiddos: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 2: March 2026
Publisher : Institut Agama Kristen REAL Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53547/ce0gnd24

Abstract

Early childhood education is frequently approached through a technical-pedagogical lens without adequate philosophical foundations, while classical educational philosophy continues to operate in relative isolation from Christian educational theology. This gap constitutes the departure point of this study. This research aims to construct an integrative conceptual framework connecting three streams of classical educational philosophy (Perennialism, Essentialism, and Reconstructionism) with Christian educational theology for early childhood, employing “the Little One” as an anthropological metaphor denoting the human person in a state of becoming as a subject of Imago Dei. The method employed is a critical-philosophical literature study with an interdisciplinary approach between educational philosophy and Christian theology, conducted through systematic stages of literature exploration, conceptual categorization, critical-comparative analysis, and theological synthesis. The findings reveal that Perennialism contributes to the transmission of enduring values sourced from God as the origin of universal truth, yet requires pedagogical reinterpretation to remain responsive to the holistic development of young children; Essentialism provides a foundation for structured and systematic character formation consonant with the Biblical mandate, though it must be guarded against passive transmission tendencies that undermine children's agency; while Reconstructionism opens the transformative dimension of Christian education through forming children as Gospel-grounded agents of change, albeit with its transformative vision needing to be corrected by divine revelation rather than human critical reason alone. The integration of all three produces a holistic transmit–form–transform paradigm for Christian early childhood education. This study contributes to the development of philosophically grounded Christian educational theology and carries practical implications for churches, families, and educational institutions in nurturing a new generation intellectually, spiritually, and socially in the light of Christ. Keywords: early childhood; classical educational philosophy; perennialism and essentialism; reconstructionism; Christian educational theology and Imago Dei Abstrak Pendidikan anak usia dini sering kali didekati secara teknis-pedagogis tanpa fondasi filsafat yang memadai, sementara diskursus filsafat pendidikan klasik masih berjalan terpisah dari kerangka teologi pendidikan Kristen. Kesenjangan inilah yang menjadi titik berangkat penelitian ini. Penelitian ini bertujuan membangun kerangka konseptual integratif antara tiga aliran filsafat pendidikan klasik (Perennialisme, Esensialisme, dan Rekonstruksionisme)  dengan teologi pendidikan Kristen bagi anak usia dini, dengan ”Si Kecil” sebagai metafora antropologis yang menunjuk pada manusia dalam kondisi becoming sebagai subjek Imago Dei. Metode yang digunakan adalah studi literatur kritis-filosofis dengan pendekatan interdisipliner antara filsafat pendidikan dan teologi Kristen, melalui tahapan eksplorasi literatur, kategorisasi konsep, analisis kritis-komparatif, dan sintesis teologis. Hasil kajian menunjukkan bahwa Perennialisme berkontribusi pada pewarisan nilai-nilai abadi yang bersumber dari Allah sebagai Sumber kebenaran universal, namun memerlukan reinterpretasi pedagogis agar responsif terhadap perkembangan holistik anak usia dini; Esensialisme memberikan landasan bagi pembentukan karakter yang terstruktur dan sistematis yang sejalan dengan mandat Alkitab, namun harus dihindari dari kecenderungan transmisi pasif yang mengabaikan agensi anak; sedangkan Rekonstruksionisme membuka dimensi transformatif pendidikan Kristen melalui pembentukan anak sebagai agen perubahan yang berpijak pada Injil, meski visi transformasinya harus dikoreksi oleh penyataan ilahi, bukan semata rasio kritis manusiawi. Integrasi ketiganya menghasilkan paradigma mewariskan–membentuk–mentransformasi yang holistik bagi PAUD Kristen. Penelitian ini berkontribusi pada pengembangan teologi pendidikan Kristen yang berbasis filsafat sekaligus memberikan implikasi praktis bagi gereja, keluarga, dan lembaga pendidikan dalam mendidik generasi baru secara intelektual, spiritual, dan sosial dalam terang Kristus. Kata Kunci: anak usia dini; filsafat pendidikan klasik; perennialisme dan esensialisme; rekonstruksionisme; teologi pendidikan Kristen dan Imago Dei
Integrating Indigenous Knowledge into Early Childhood Education Curricula in Nigeria: Implications for Learning and Cultural Sustainability Oluwasegun Samuel Kolade
Real Kiddos: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 2: March 2026
Publisher : Institut Agama Kristen REAL Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53547/jebzdk41

Abstract

Early Childhood Education (ECE) in Nigeria has historically been rooted in indigenous knowledge systems transmitted through oral traditions, storytelling, songs, proverbs, and communal play. Despite policy recognition of cultural relevance, classroom practice continues to prioritize standardized, Western-oriented curricula, creating a disconnect between children's cultural environments and their formal learning experiences. This study examines how indigenous knowledge and cultural practices are integrated into early childhood education curricula in Nigeria, with a focus on classroom practices, teacher perceptions, and pedagogical implications. Grounded in Vygotsky's socio-cultural learning theory and the culturally responsive pedagogy frameworks of Ladson-Billings and Gay, the study adopts a qualitative design. Data were collected through classroom observations, semi-structured interviews with early childhood educators, and analysis of curriculum documents, and analyzed thematically. Findings reveal that while teachers occasionally incorporate indigenous stories, songs, games, and proverbs into classroom activities, such integration remains inconsistent and largely dependent on individual teacher initiative rather than systematic curriculum design. Children demonstrated markedly higher engagement and participation during culturally grounded activities. Key constraints include inadequate professional development in culturally responsive pedagogy, limited availability of culturally relevant instructional materials, and rigid adherence to standardized curricula. The study concludes that sustainable integration of indigenous knowledge into ECE requires systematic curriculum reform, targeted teacher training, and stronger home–school collaboration to support both learning outcomes and cultural continuity. Keywords: cultural sustainability; culturally responsive pedagogy; curriculum integration Nigeria; early childhood education; indigenous knowledge Abstrak Pendidikan Anak Usia Dini (PAUD) di Nigeria secara historis berakar pada sistem pengetahuan lokal yang diwariskan melalui tradisi lisan, bercerita, nyanyian, peribahasa, dan permainan komunal. Meskipun relevansi budaya telah diakui dalam kebijakan pendidikan, praktik di kelas masih cenderung mengutamakan kurikulum terstandarisasi yang berorientasi Barat, sehingga menciptakan kesenjangan antara lingkungan budaya anak dan pengalaman belajar formal mereka. Studi ini mengkaji bagaimana pengetahuan lokal dan praktik budaya diintegrasikan ke dalam kurikulum PAUD di Nigeria, dengan fokus pada praktik pembelajaran di kelas, persepsi guru, dan implikasi pedagogis. Berlandaskan teori pembelajaran sosio-kultural Vygotsky serta kerangka pedagogi responsif budaya dari Ladson-Billings dan Gay, penelitian ini menggunakan desain kualitatif. Data dikumpulkan melalui observasi kelas, wawancara semi-terstruktur dengan pendidik PAUD, dan analisis dokumen kurikulum, kemudian dianalisis secara tematik. Temuan menunjukkan bahwa meskipun guru sesekali memasukkan cerita, lagu, permainan, dan peribahasa lokal ke dalam kegiatan kelas, integrasi tersebut masih bersifat tidak konsisten dan sangat bergantung pada inisiatif individu guru, bukan pada rancangan kurikulum yang sistematis. Anak-anak menunjukkan keterlibatan dan partisipasi yang jauh lebih tinggi selama kegiatan yang berbasis budaya. Kendala utama meliputi kurangnya pengembangan profesional dalam pedagogi responsif budaya, terbatasnya ketersediaan bahan ajar yang relevan secara budaya, dan dominasi kurikulum terstandarisasi yang kaku. Studi ini menyimpulkan bahwa integrasi pengetahuan lokal yang berkelanjutan dalam PAUD memerlukan reformasi kurikulum yang sistematis, pelatihan guru yang terarah, serta kolaborasi yang lebih kuat antara sekolah dan keluarga guna mendukung hasil belajar sekaligus keberlangsungan budaya. Kata Kunci: integrasi kurikulum Nigeria; keberlanjutan budaya;pedagogi responsif budaya; pendidikan anak usia dini; pengetahuan lokal
Spiritualitas Anak Usia Dini dalam Perspektif Yesus: Analisis Eksegetis Markus 10:13–16 Yudhy Sanjaya; Agiana Her Visnhu Ditakristi; Upa Silaen
Real Kiddos: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 2: March 2026
Publisher : Institut Agama Kristen REAL Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53547/prg7sr63

Abstract

The development of pedagogy in early childhood Christian Religious Education (CRE) often emphasizes the cognitive transmission of doctrine, while the spiritual dimension of children as theological subjects has not been sufficiently articulated through exegetical readings focused on Gospel texts. This article analyzes Mark 10:13–16 to explain how the passage presents children as those who are received by Jesus and presented as a model for receiving the Kingdom of God, and to examine its relevance for the pedagogy of early childhood Christian Religious Education. This study employs a descriptive qualitative method with a narrative and lexical exegetical approach to Mark 10:13–16, enriched by a reading of the parallel texts in Matthew 19:13–15 and Luke 18:15–17 as well as a review of literature on child theology and Christian education. The specific contribution of this article lies in the formulation of three characteristics of early childhood spirituality derived from the reading of this passage, namely receptivity to grace, incarnational relationality, and the paradigmatic function of the child for the life of discipleship. The findings show that Mark 10:13–16 not only affirms Jesus’ acceptance of children, but also positions them as theological subjects who reveal the logic of the Kingdom of God. These findings imply the need to develop a more child-friendly, relational, and community-based pedagogy of Christian Religious Education that involves family and church, while giving space to children’s experiences of faith within the Christian community. Keywords: Mark 10:13–16; children's spirituality; Christian religious education; narrative exegesis; pedagogy of children’s faith formation Abstrak Perkembangan pedagogi Pendidikan Agama Kristen (PAK) anak usia dini kerap berfokus pada transmisi kognitif doktrin, sementara dimensi spiritualitas anak sebagai subjek teologis belum banyak dirumuskan melalui pembacaan eksegetis yang terfokus pada teks Injil. Artikel ini menganalisis Markus 10:13–16 untuk menjelaskan bagaimana perikop tersebut menampilkan anak sebagai pihak yang diterima Yesus dan dijadikan acuan dalam menerima Kerajaan Allah, serta menelaah relevansinya bagi pedagogi PAK anak usia dini. Penelitian ini menggunakan metode kualitatif deskriptif dengan pendekatan eksegesis naratif dan leksikal terhadap Markus 10:13–16, yang diperkaya dengan pembacaan teks paralel Matius 19:13–15 dan Lukas 18:15–17 serta studi pustaka teologi anak dan pendidikan Kristen. Kontribusi khusus artikel ini terletak pada perumusan tiga ciri spiritualitas anak usia dini dari pembacaan perikop tersebut, yakni reseptivitas terhadap anugerah, relasionalitas yang inkarnasional, dan fungsi paradigmatik anak bagi kehidupan murid. Hasil penelitian menunjukkan bahwa Markus 10:13–16 tidak hanya menegaskan penerimaan Yesus terhadap anak-anak, tetapi juga menempatkan mereka sebagai subjek pembinaan iman yang mengungkapkan logika Kerajaan Allah. Temuan ini berimplikasi pada pengembangan pedagogi PAK yang lebih ramah anak, berbasis relasi, melibatkan keluarga dan gereja, serta memberi ruang bagi pengalaman iman anak dalam komunitas Kristen. Kata Kunci: Markus 10:13-16; spiritualitas anak; pendidikan agama Kristen; eksegesis naratif; pedagogi iman anak
FORMASI SPIRITUAL DAN PERKEMBANGAN EMOSI ANAK USIA DINI DALAM PERSPEKTIF PSIKOLOGI KRISTEN Fredik Melkias Boiliu
Real Kiddos: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 2: March 2026
Publisher : Institut Agama Kristen REAL Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53547/tvefr543

Abstract

Early childhood emotional development is inseparable from the spiritual formation process that shapes the way children interpret themselves, relationships, and the surrounding environment. However, in the practice of early childhood education in Indonesia, the spiritual dimension is often reduced to ritual activities, without a deep connection to the development of children's emotions. This article aims to examine the relationship between spiritual formation and early childhood emotional development from a Christian psychological perspective. This study uses a literature study method by analyzing the literature on developmental psychology, Christian psychology, and theology of children's education. The results of the study show that spiritual formations that are relational, contextual, and consistent contribute significantly to emotional regulation, security, empathy, and emotional resilience in early childhood. The discussion affirms that in Christian psychology, emotions are understood as the initial space of the child's experience of faith, where love, acceptance, and secure attachment become the foundation of spirituality. The implications of this study show that early childhood Christian education in Indonesia needs to integrate emotional mentoring and spiritual formation holistically, by involving the active role of teachers and parents as value mediators and role models of faith in daily life. Keywords: early childhood; spiritual formation; emotional development; Christian psychology Abstrak Perkembangan emosi anak usia dini tidak dapat dipisahkan dari proses formasi spiritual yang membentuk cara anak memaknai diri, relasi, dan lingkungan sekitarnya. Namun, dalam praktik pendidikan anak usia dini di Indonesia, dimensi spiritual sering kali direduksi menjadi aktivitas ritual, tanpa keterkaitan yang mendalam dengan perkembangan emosi anak. Artikel ini bertujuan untuk mengkaji relasi antara formasi spiritual dan perkembangan emosi anak usia dini dalam perspektif psikologi Kristen. Penelitian ini menggunakan metode studi pustaka dengan menganalisis literatur psikologi perkembangan, psikologi Kristen, serta teologi pendidikan anak. Hasil kajian menunjukkan bahwa formasi spiritual yang bersifat relasional, kontekstual, dan konsisten berkontribusi signifikan terhadap regulasi emosi, rasa aman, empati, dan ketahanan emosional anak usia dini. Pembahasan menegaskan bahwa dalam psikologi Kristen, emosi dipahami sebagai ruang awal pengalaman iman anak, di mana kasih, penerimaan, dan kelekatan aman menjadi fondasi spiritualitas. Implikasi penelitian ini menunjukkan bahwa pendidikan anak usia dini Kristen di Indonesia perlu mengintegrasikan pendampingan emosi dan formasi spiritual secara holistik, dengan melibatkan peran aktif guru dan orang tua sebagai mediator nilai dan teladan iman dalam kehidupan sehari-hari. Kata Kunci: anak usia dini; formasi spiritual; perkembangan emosi; psikologi Kristen
Pedagogi Tubuh dan Etika Kristen Inkarnasional: Refleksi Nilai Tou Limak dalam Budaya Rote Pada Anak Usia Dini Merling Messakh
Real Kiddos: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 2: March 2026
Publisher : Institut Agama Kristen REAL Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53547/yyyfwv39

Abstract

Character education in early childhood often falls into the trap of rote and verbal teaching, failing to touch the child’s lived experience. This study aims to reflect on the value of Tou Limak in Rote culture within the framework of incarnational Christian ethics and its implications for early childhood education. This research employs a qualitative approach with a phenomenological design through observations and interviews with teachers, parents, and community leaders in Rote Ndao. The findings reveal that Tou Limak is not merely a cultural practice but a form of body pedagogy that embodies relational values such as empathy, togetherness, and respect. These values are expressed through concrete gestures such as handshaking, holding hands, and equal interactions. From the perspective of incarnational Christian ethics, this practice represents the values of love (agape), humility (kenosis), recognition of human dignity (imago Dei), and fellowship (koinonia) as lived experiences in children’s daily interactions. The findings indicate that ethical education becomes more effective when faith values are integrated with local culture and embodied in contextual relational practices. This study contributes to the development of a contextual Christian ethical education model based on local wisdom, in which Tou Limak serves as a medium for the incarnation of faith values and as a pedagogical approach to shaping children’s relational character. Keywords: body pedagogy; Christian incarnational ethics; early childhood education; tou limak, Rote culture Abstrak Pendidikan karakter pada anak usia dini seringkali terjebak pada pendekatan instruktif yakni pengajaran nilai yang bersifat hafalan dan verbal, sehingga kurang menyentuh dimensi pengalaman hidup anak. Penelitian ini bertujuan untuk merefleksikan nilai Tou Limak dalam budaya Rote dalam kerangka etika Kristen inkarnasional serta implikasinya bagi pendidikan anak usia dini (PAUD). Penelitian ini menggunakan pendekatan kualitatif dengan desain fenomenologis melalui observasi dan wawancara terhadap pendidik, orang tua, dan tokoh masyarakat di Rote Ndao. Hasil penelitian menunjukkan bahwa Tou Limak tidak sekadar praktik budaya, tetapi merupakan pedagogi tubuh yang mengandung nilai relasional seperti empati, kebersamaan, dan penghormatan. Nilai-nilai tersebut dihidupi melalui gestur konkret seperti berjabat tangan, berpegangan tangan, dan interaksi yang setara. Dalam perspektif etika Kristen inkarnasional, praktik ini merepresentasikan nilai kasih (agape), kerendahan hati (kenosis), pengakuan martabat manusia (imago Dei), dan persekutuan (koinonia) yang diwujudkan dalam pengalaman sehari-hari anak. Temuan ini menegaskan bahwa pendidikan etika menjadi lebih efektif ketika nilai iman diintegrasikan dengan budaya lokal dan diwujudkan dalam praktik relasional yang kontekstual. Penelitian ini berkontribusi dalam pengembangan model pendidikan etika Kristen berbasis kearifan lokal, di mana Tou Limak berfungsi sebagai medium inkarnasi nilai iman sekaligus pendekatan pedagogis dalam pembentukan karakter relasional anak. Kata Kunci: budaya Rote; etika Kristen inkarnasional; pedagogi tubuh; pendidikan anak usia dini; tou limak
Hospitalitas sebagai Imajinasi Etis: Kontribusi Perjanjian Lama bagi Filsafat Pendidikan Anak Usia Dini Bimo Setyo Utomo
Real Kiddos: Jurnal Pendidikan Anak Usia Dini Vol. 4 No. 2: March 2026
Publisher : Institut Agama Kristen REAL Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53547/9w05qv41

Abstract

The instrumentalist tendency in early childhood education which positions academic achievement as the primary goal, has displaced the relational dimension as the foundational basis of human formation. The absence of a philosophical framework capable of restoring education to its relational orientation represents a pressing concern, particularly at the most critical phase of child development. This study aims to reconstruct hospitality as an ethical imagination in the Old Testament and to articulate its contribution to the philosophy of early childhood education. A qualitative approach with a library research design was employed, utilizing philosophical-theological analysis of selected biblical texts (Genesis 18; Exodus 22:21; Leviticus 19:33–34; Deuteronomy 10:18–19) and normative conceptual reconstruction. The findings reveal that hospitality in the Old Testament is not merely a social virtue but an ethical imagination that shapes the moral orientation of the community through three core structures: openness to alterity, an ethics grounded in collective memory, and solidarity that transcends group boundaries. The philosophical reconstruction affirms that hospitality constitutes an educational foundation in which pedagogical action begins with receiving the child as a subject of alterity, education is understood as a practice of welcoming, and relationality is positioned as the pedagogical basis. This study contributes to the development of a relationally grounded philosophy of education by bringing Old Testament biblical ethics into dialogue with contemporary pedagogical reflection, while simultaneously offering a critique of performance-oriented educational paradigms. Keywords: biblical ethics; early childhood education; ethical imagination; hospitality; relationality Abstrak Kecenderungan instrumentalisme dalam pendidikan anak usia dini yang menempatkan capaian akademik sebagai tujuan utama telah menggeser dimensi relasional sebagai fondasi pembentukan manusia. Kekosongan kerangka filosofis yang mampu mengembalikan pendidikan pada orientasi relasionalnya menjadi persoalan mendesak, khususnya pada fase perkembangan anak yang paling krusial. Penelitian ini bertujuan merekonstruksi hospitalitas sebagai imajinasi etis dalam Perjanjian Lama serta merumuskan kontribusinya bagi filsafat pendidikan anak usia dini. Pendekatan kualitatif dengan desain studi kepustakaan digunakan, melalui analisis filosofis-teologis terhadap teks-teks biblika (Kejadian 18; Keluaran 22:21; Imamat 19:33-34; Ulangan 10:18-19) dan rekonstruksi konseptual normatif. Hasil penelitian menunjukkan bahwa hospitalitas dalam Perjanjian Lama bukan sekadar kebajikan sosial, melainkan imajinasi etis yang membentuk orientasi moral komunitas melalui tiga struktur utama: keterbukaan terhadap alteritas, etika berbasis memori kolektif, dan solidaritas melampaui batas kelompok. Rekonstruksi filosofis menegaskan bahwa hospitalitas merupakan landasan konstitutif pendidikan, di mana tindakan pedagogis dimulai dari penerimaan anak sebagai subjek alteritas, pendidikan dipahami sebagai praktik menyambut, dan rasionalitas ditempatkan sebagai fondasi pedagogis. Studi ini berkontribusi pada pengembangan filsafat pendidikan berbasis relasional dengan mempertemukan etika biblika Perjanjian Lama dan refleksi pedagogis kontemporer, sekaligus menawarkan kritik terhadap paradigma pendidikan yang terlalu berorientasi pada peforma. Kata Kunci: etika biblika, hospitalitas; imajinasi etis; pendidikan anak usia dini; relasionalitas

Page 1 of 1 | Total Record : 7

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 4 No. 2: March 2026 Vol. 5 No. 1: September Vol. 4 No. 1: September 2025 Vol. 3 No. 2, Maret 2025 Vol.3 No.1, September 2024 Vol.2 No.2, Maret 2024 Vol. 2 No. 1, September 2023 Vol.1 No.2, Maret 2023 Vol.1 No.1, September 2022