Al-Athfal: Jurnal Pendidikan Anak, ISSN Print: 2477-4189; Online: 2477-4715, published by Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta. Al-Athfal: Jurnal Pendidikan Anak aims to provide a forum for consideration of issues and for the exchange of information and ideas on research and practice in the field of children’s education in Muslim society. Al-Athfal: Jurnal Pendidikan Anak features original research in children’s education in Muslim society from around the world. With this as its main focus, it should be emphasized that the definition of education contains parenting and its multidisciplinary approach, covering all related fields, including Islamic religion, psychology, sociology, child’s health and social work. Topics of interest include, but are not limited to: - Children's education in Islamic perspective - Children's relationship with family and Muslim community - General Health and Family Practice - Cross-cultural education for children - Educational environment, curriculum and assessment - Child psychology, growth and development
Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process. It can lead to productive exchanges and earlier and greater citation of published work.
Transformative Leadership in the Sustainable Development of Early Childhood Education Teachers in South Africa: A Systematic Literature Review
Purpose – This paper sought to provide an overview and arguments of prevailing South Africa’s higher education initiatives, focusing on transformative leadership’s influence on sustainable Early Childhood Development (ECD) teacher development emphasizing partnership, empowerment, and shared vision. Design/methods/approach – This paper is grounded in a systematic review approach based on the selected keywords. 180 articles written in English and published between 2007 and 2024 in DHTE, Scopus, WoS, DOAJ, and Scielo SA databases were targeted as potential sources for this study. Systematic review guidelines were used to reduce them, focusing on topics, abstracts, and issues. The selected 80 articles were analysed independently for reliability and transferability. In addition, content analysis was used to construe the influence of transformational leadership on sustainable ECD teacher development within South Africa. Findings – The findings reveal that the rationale for adopting transformative leadership in sustainable ECD teacher development in higher education is grounded in the culture of continuous learning and professional growth. This encourages reflection and self-assessment among teachers, helping them to evaluate their practices and adapt to meet students' needs better, which is crucial for sustainable development. In addition, this leadership style addresses social justice issues by advancing inclusive and equitable educational practices. It was acknowledged that this supports ECD teachers in developing their knowledge, skills and values. This enhances teachers’ teaching practices thereby contributing to sustainable ECD educational outcomes. Research implications/limitations – The review acknowledges the limitation of possible interpretive bias and recommends the need to explore further how transformative leadership can be adopted into the contemporary ECD curriculum. Practical implications – This provides insights for policymakers, curriculum developers, and teachers with an emphasis on how transformative leadership can influence the quality of the ECD teacher development programme in South Africa. Originality/value – This review contributes to the field by highlighting a largely overlooked transformative leadership style and suggesting how its influence can inform the creation of sustainable ECD teacher development. Paper type Literature review
Copyright (c) 2025 Pinias Chikuvadze, Claretah Makuvire, Christopher Mutseekwa, Joseph Zuva http://creativecommons.org/licenses/by-nc/4.0
Instilling Religious Moderation in Early Childhood at Raudhatul Athfal Ponorogo: The Role of National Insight-Based Learning
Purpose – This study explores the role of national insight-based learning in fostering religious moderation among young children. It investigates how early childhood education can serve as a vehicle for instilling values of tolerance, respect, and moderation among young children, thereby contributing to developing well-rounded, socially responsible citizens. Design/methods/approach – Qualitative research with a case study approach involving five Early Childhood Education (ECE) teachers from Raudhatul Athfal (RA) Muslimat NU 007 Gandu I Ponorogo, East Java, ten parents, and 30 children. Data were collected through classroom observations, teacher interviews, and surveys with parents to understand how national insight-based learning is integrated into early childhood education using a context-sensitive instrument, the Moderation Attitude Scale for Early Childhood (MASEC) and PERAMAH framework. Thematic analysis was used to identify key patterns and insights from the data. First, all recordings were transcribed verbatim and read repeatedly to ensure familiarity. Next, an open coding process was conducted, and illustrative quotes were selected. A thematic map was created to show the relationships between themes. Findings – The findings suggest that national insight-based learning significantly promotes religious moderation in children. Children demonstrated increased awareness of religious diversity and tolerance through culturally responsive teaching methods, such as stories, activities, and discussions rooted in national identity and values. Additionally, educators noted improvements in children's ability to engage with peers from different religious backgrounds with respect and empathy. Research implications/limitations – The research highlights the potential of early childhood education to play a crucial role in shaping children's religious attitudes. However, the study is limited by its small sample size and the short-term nature of the observation period. Further, longitudinal studies are recommended to assess the long-term impact of national insight-based learning on religious moderation across different educational settings. Practical implications – This study offers insights for early childhood educators and policymakers, highlighting the importance of integrating national insight-based learning and promoting inclusive teaching to foster early religious tolerance. Originality/value – This study presents a novel perspective on integrating national identity and religious moderation in early childhood education, addressing a theoretical gap and proposing a replicable NIBL-based model for value formation. Paper type Case study
Copyright (c) 2025 Lilis Suryani, Siti Fatimah, Jarudin, Mohd Aarif http://creativecommons.org/licenses/by-nc/4.0
Exploring the Integration of Digital Media in Islamic Early Childhood Education: Evidence from Kindergartens in Pontianak City
Purpose – This study aims to analyze the integration of digital media in Islamic education in early childhood in kindergarten in Pontianak City, West Kalimantan Province by highlighting that teachers currently still have challenges in using technology. Design/methods/approach – This study uses qualitative research with a case study approach through observation, interviews, and documentation. This research was conducted in the city of Pontianak, West Kalimantan Province from September 11 to September 20, 2024. Data analysis includes data collection, condensation, presentation, and conclusion. Findings – The findings of this study in integrating digital media in Islamic education are still difficult for teachers so that in classroom learning activities they still use conventional methods in educating early childhood in kindergarten. In the learning process, the educational environment does not support the use of technology in learning and play activities in kindergarten. However, there is an opportunity to realize the integration of digital media in Islamic education in kindergarten because teachers consider this integration very important in learning in kindergarten. Research implications/limitations – Technology in Islamic education has a significant impact on the learning process for early childhood in kindergarten. This study is still limited to qualitative research, so other methods are needed to add to the findings related to technology in early childhood. Practical implications – This study shows that the integration of digital media in early childhood education in kindergarten still has challenges in using technology. teachers still experience difficulties, so that in classroom learning activities they still use conventional methods in educating early childhood in kindergarten. In addition, in the learning process, the educational environment does not support the use of technology in learning and playing activities in kindergarten. Originality/value – This research serves as an initial foundation for the development of a digital-based curriculum that is relevant to Islamic values and the characteristics of early childhood development. This research provides a new perspective on the utilization of digital media in Islamic education to improve the quality of learning and the relevance of teaching methods in kindergarten. Paper type Case study
Copyright (c) 2025 Laili Ramadani, Juliwis Kardi, Nurul Khairani Ismail , Siti Salina Samaun, Nur Hamzah http://creativecommons.org/licenses/by-nc/4.0
Screen Time vs. Speaking Time: A Qualitative Comparison of Speech Development in Toddlers with Different Gadget Use Patterns
Purpose – This study investigates how different gadget use patterns affect toddler speech develop-ment, addressing concerns about passive screen time limiting verbal interaction opportunities. Design/methods/approach – A qualitative case study design was used to gain in-depth insights into children’s behavior in their social context. Participants were selected purposively based on parental reports of gadget use. Inclusion criteria were toddlers aged 1 year 8 months to 4 years (M = 2.75 years) with typical development and no diagnosed disorders. Exclusion criteria included neurological conditions and prior speech-language therapy. The final sample consisted of 16 toddlers (7 girls, 9 boys), categorized into intensive users (frequent, prolonged exposure to non-interactive content) and limited users (gadgets used mainly for calls or video chats with relatives). Data collection included semi-structured parent interviews (30–45 minutes), naturalistic observation, and developmental screenings by a licensed child psychologist. Validity was ensured through triangulation and member checking. Data were analyzed using thematic analysis involving coding, categorization, and theme development. Findings – Thematic analysis identified three key themes: rich verbal interaction fosters early speech, passive screen exposure hinders language acquisition, and early or unsupervised gadget use disrupts developmental timing. Children with limited gadget use developed age-appropriate speech, used spontaneous verbal expressions, and required no speech therapy. In contrast, toddlers with intensive gadget use showed limited vocabulary, reduced responsiveness, and in many cases required speech therapy. These developmental disparities were closely linked to differences in caregiver interaction, content type, and exposure duration. Research implications/limitations – This study offers contextual insight from Indonesia using triangulated qualitative methods, though its small sample limits generalizability. Broader, mixed-method studies are recommended. Practical implications – The findings emphasize limiting passive gadget use and encouraging active verbal interaction. Parenting programs and early education should promote language-rich environments and conscious media use. Digital tools should support interactive, not passive, use. Early intervention, including parental involvement and therapy, is essential. Originality/value – This study adds to the discourse on early media exposure by offering practical insights for parents, educators, and policymakers to support toddlers’ speech development. Paper type Research paper
Copyright (c) 2025 Safiruddin Al Baqi, Nur Afiah http://creativecommons.org/licenses/by-nc/4.0
Psychosocial Effect of Grade Retention of Learners in The Foundation Phase: A South African Case Study
Purpose – This study to explore teachers' perceptions on the impact of grade retention on the psychosocial wellbeing of Grade 1 learners in South Africa. Design/methods/approach – This study adopted a qualitative case study design within an interpretivist paradigm. It was grounded in Bronfenbrenner's Ecological Model as a theoretical framework. Data was collected through unobtrusive observation of four learners and a focus group interviews with the two teacher participants. An observation schedule was used by each teacher to record her observation and the semi-structured interview schedule was used during the focus group interview. The data was analysed using Creswell's 6 steps of data analysis using thematic approach. Through inductive process theme were identified and reported against. Ethical principles were adhered to as guided by the University of Pretoria's ethical guidelines for research. Approval for this study was obtained from the university. Findings – The findings revealed that grade retention affected young learners behaviours, emotions, social relationships and academic performance. Furthermore, retained learners exhibited signs of academic frustration, poor self-esteem, emotional outbursts and social challenges. Participants (teachers) shared ambivalent views regarding the department's retention policy. Teachers expressed mixed feelings about policy retention while other critiqued its emotional and social toll on learners. Research implications/limitations – The sample size was small with only two teachers and four learners, thus limiting the generalisability and transferability of the findings. A larger sample size with different grades may yield different result. Furthermore, geographically, the study was limited to only one province namely KwaZulu-Natal. Additionally, the study relied on teacher perspectives which may not fully represent the learner experiences or parental views. Practical implications – Some of the practical implications are policy revision — it is recommended that South African policymakers reconsider the retention policy by integrating psychosocial well-being criteria. Additionally, professional development is recommended so that teachers are equipped to recognize and manage the emotional impact of retention. An alternative intervention is to introduce support mechanisms such as remedial programs or peer support systems, rather than relying on retention. Finally, there should be a shift from an academic performance-centred curriculum to one that includes life skills and emotional intelligence development. Originality/value – This study offers a fresh perspective by highlighting the often-overlooked emotional consequences of grade retention. It adds value to the discourse by advocating for a more holistic approach to education that prioritizes psychosocial support alongside academic achievement. The study also contributes by proposing practical, systemic changes that can inform both policy and classroom practice in the South African context. Paper type Research paper
Copyright (c) 2025 Roy Venketsamy http://creativecommons.org/licenses/by-nc/4.0
Character Quest: A Mixed-Methods Study of Role-Playing Games and Self-Regulation Skill in Kindergarten
Purpose – This study investigates the impact of structured role-playing game (RPG) activities on the development of self-regulation skills among kindergarten children. In particular, it examines whether participation in a purpose-designed RPG module (Character Quest) enhances young learners' attention control, emotional regulation, and behavioral inhibition. Design/methods/approach – A convergent parallel mixed-methods design was employed. Quantitatively, 30 kindergarteners (aged 5–6) completed the Self-Regulation Rating Scale before and after an eight-week RPG intervention. Qualitatively, semi-structured interviews were conducted with five participating teachers, and classroom observations and children's play journals were analyzed. Quantitative data were analyzed using paired-samples t-tests and effect-size calculations; qualitative data underwent thematic coding and were integrated via a triangulation matrix. Findings – Quantitative results showed a statistically significant increase in overall self-regulation scores (pre-test M = 2.48, SD = 0.37; post-test M = 3.10, SD = 0.29; t(29) = 8.23, p < .001, Cohen's d = 1.50). Qualitative themes revealed heightened engagement, the transfer of in-game strategies to classroom tasks, and positive teacher observations of improved impulse control and peer collaboration. Integration of both data strands suggests that RPG sessions provide a motivating context for practicing self-regulatory behaviors. Research implications/limitations – While the mixed-methods approach offers robust insights, the small sample size and single-school setting limit generalizability. Future research should explore longitudinal effects across diverse cultural contexts and incorporate control-group comparisons to isolate RPG-specific effects. Practical implications – Educators and curriculum designers may incorporate structured RPG modules as a playful, low-cost strategy to foster self-regulation in early childhood settings. Training teachers to facilitate game-based activities and to scaffold reflection on in-game decisions can maximize skill transfer to everyday classroom behaviors. Originality/value – This study contributes to the growing field of game-based learning by applying a mixed-methods framework to evaluate a tabletop RPG intervention for self-regulation in kindergarten. While previous research has explored digital games and general play-based approaches, this study offers integrated quantitative and qualitative evidence on how structured narrative-driven RPGs can support self-regulatory development in early childhood classrooms. Paper type Research paper
Copyright (c) 2025 Rahayu Dwi Utami, Ku-Ares Tawandorloh http://creativecommons.org/licenses/by-nc/4.0
Whispers of Wisdom: A Qualitative Case Study on Character Education through Dodaidi Lullabies in Aceh’s Early Childhood
Purpose – This study explores the values of local wisdom embedded in Dodaidi lullabies as perceived by caregivers in Acehnese communities, with the aim of identifying and analyzing character values expressed through this traditional oral form. Rather than evaluating outcomes in children, the study focuses on how parents and community figures view Dodaidi as a cultural medium for transmitting values in early childhood. Dodaidi represents a unique combination of musical art, oral tradition, and cultural symbolism that reflects the moral and spiritual aspirations of Acehnese society. Design/methods/approach – A qualitative case study approach was employed, with data collected through interviews, observations, and document analysis to investigate how Dodaidi is practiced and interpreted within informal family education settings. Findings – The study identified key values that are embedded in Dodaidi lyrics according to parental and community perspectives: (1) unity and faith; (2) worship and religious practice; (3) reverence for parents and teachers (takzim); (4) social empathy and manners; and (5) responsibility and a strong work ethic. Research implications/limitations – This study presents Dodaidi as a cultural expression perceived by caregivers to support informal character education. However, it does not assess its actual impact on children’s development. The study relies on adult perspectives and does not examine how abstract values like faith or responsibility are internalized by young children, especially those who may not yet comprehend the lyrics. Thus, conclusions are limited to perceived functions rather than proven effectiveness. Practical implications – Dodaidi is typically sung by parents or grandparents during bedtime, blending affectionate interaction with the transmission of values and cultural identity. Its preservation can support cultural continuity in early childhood education. Originality/value – The research contributes to discourse on culturally rooted educational practices by documenting how traditional lullabies such as Dodaidi are understood as moral resources within family life. It encourages greater appreciation for oral traditions as part of local strategies for value-based education. Paper type Case study
Copyright (c) 2025 Munawwarah Munawwarah, Sri Astuti, Nadia Futhira, Isramatur Rahmi http://creativecommons.org/licenses/by-nc/4.0
Exploring the Impact of Digital Literacy on Cognitive Development in Early Childhood Education: A Systematic Literature Review
Purpose – This systematic literature review explores the development of digital literacy among children in the post-typographic era, where digital technology increasingly dominates daily life. The purpose of this study is to identify the impact of digital literacy on various dimensions of cognitive development in young children, including early numeracy, executive functioning, critical thinking, and creativity. By broadening the conceptualization of cognitive development, this study aims to provide a comprehensive understanding of how digital literacy contributes to children's intellectual growth in early childhood education. Design/methods/approach – Analysis of 33 studies obtained from the period between 2019 and 2024 indicates that children engage in multimodal practices, using technology for both play and learning. This highlights the importance of educators' understanding of digital literacy practices at home. Factors such as children's age, family structure, household income, and Human Development Index (HDI) significantly contribute to predicting preschool children's early digital literacy. Findings – The findings show that while children's literacy skills may benefit from access to digital resources, their mathematical skills do not demonstrate significant improvement. However, this study recommends that teachers collaborate with parents to enhance digital literacy and awareness of digital data security. Additionally, the use of interactive digital media can increase children's engagement and motivation in learning, allowing for more differentiated and inclusive learning approaches. Research implications/limitations – Future research should prioritize the development of age-appropriate, culturally relevant, and innovative digital content that can support effective teaching and learning in the digital age. Additional longitudinal studies are needed to explore the long-term cognitive and socio-emotional effects of digital media exposure in early childhood. Practical implications – Digital literacy can help children develop critical thinking, problem-solving, and creativity skills. However, exposure to age-inappropriate content can hinder their social-emotional development. The conclusion of this study emphasizes the need for training and support for educators in using digital media, as well as close collaboration with parents to ensure the successful implementation of digital literacy in early childhood education. Originality/value – This review offers a novel contribution by integrating multiple dimensions of cognitive development with the concept of digital literacy. It provides valuable insights into the future of educational practices, emphasizing the importance of digital competencies as foundational elements in early childhood education in the digital era. Paper type Literature review
Copyright (c) 2025 Anggun Karnita, Siti Aisyah, Noviana Mustapa, Erie Siti Syarah, Della Raymena Jovanka , Samihah bt Mahamud http://creativecommons.org/licenses/by-nc/4.0
Back to Surau: Redefining Early Childhood Character Education Through the Lens of Minangkabau Culture
Purpose – This study aims to explain the rationale behind the "Back to Surau" research, particularly the importance of the surau-based approach in early childhood character education. The study is motivated by concerns over the degradation of children's moral values and the belief that re-establishing the surau as a center for character education can strengthen moral and noble values in early childhood. Design/methods/approach – This study employed a qualitative phenomenological approach to explore the experiences of Quran teachers, parents, and community leaders in integrating surau values into early childhood character education. A total of 23 purposively selected participants were involved, including 5 Quran teachers, 6 parents, 2 traditional or religious leaders, and 10 early childhood children (through observation). Data were collected via semi-structured interviews, participatory observation at four selected suraus (two in regency areas and two in urban settings), and document analysis. Thematic analysis followed Miles and Huberman’s (1994) framework—data reduction, presentation, and conclusion drawing—while van Manen’s phenomenological principles guided the interpretation. Research ethics were maintained through informed consent, confidentiality, and cultural sensitivity. Findings – Six major themes emerged. First, the surau functions as a center of moral and spiritual learning for young children. Second, community involvement and local culture in the surau enrich character education. Third, integrating religious values and local wisdom into daily activities is effective in shaping positive character. Fourth, meaningful learning experiences in the surau foster empathy, discipline, and responsibility. Fifth, support from families and surau management is a key success factor for this approach. Sixth, challenges such as time constraints and modern lifestyles must be addressed when adapting surau values to the formal education context. Research implications/limitations – This study is limited to a specific cultural community (Minangkabau), limiting the generalizability of the results. However, the findings provide insights into the potential of local wisdom as a character education strategy. Practical implications – This study encourages early childhood educators and policymakers to integrate surau-based approaches into curricula and school activities. This approach can serve as a model for character building through collaboration among schools, families, and communities. Originality/value – This research is original in reviving the role of the surau and Minangkabau local wisdom in early childhood education. Its novelty lies in integrating a local traditional institution with modern educational practices to strengthen the character of the young generation. Paper type Research paper
Copyright (c) 2025 Rina Syafrida, Nancy Riana, Nia Karnia, Marzeni Ismail http://creativecommons.org/licenses/by-nc/4.0
Screen Time vs. Active Play: How Digital Exposure Impacts the Acquisition of Fundamental Motor Skills in Early Childhood
Purpose – This study investigated the impact of daily recreational screen time and active play on the acquisition of fundamental motor skills (FMS) in preschool children in Indonesia. This study aimed to address the regional evidence gap in digital exposure and motor development. Design/methods/approach – This study investigated the impact of daily recreational screen time and active play on the acquisition of fundamental motor skills (FMS) in preschool children in Indonesia. This study aimed to address the regional evidence gap in digital exposure and motor development. A quantitative cross-sectional design with a comparative approach was used to study 120 children aged 4–6 years (57% girls) enrolled in eight kindergartens in Yogyakarta. Parents completed a validated 7-day home screen usage diary. Data collection techniques used an Observation Sheet during active play during school breaks, and a questionnaire to administer the Gross Motor Development Test-3. Analysis techniques used a multiple regression model controlling for age, gender, body mass index, and household socioeconomic status; mediation was tested with PROCESS v4.3. Findings – Average screen exposure was 114 min day¹ (SD = 46), with 42 % of children exceeding the 2 h guideline. High-screen users scored significantly lower on locomotor (M = 27.1 vs. 31.3) and object-control (M = 25.8 vs. 29.5) domains (p < .01). Each additional 30 min of active play predicted a 2.1-point increase in composite FMS (β = .34, p < .001) and partially mediated the negative screen-time effect (indirect β = –.09, 95 % CI = –.15 to –.04). Overall, screen time accounted for 18 % of the variance in FMS after covariate adjustment. Research implications/limitations – The cross-sectional approach cannot infer causality, and parent-reported diaries may under- or overestimate actual screen exposureChildcare policies should embed structured motor sessions and favour interactive, movement‑rich media over passive content. Practical implications – Early-childhood educators and health professionals should prioritise daily active-play opportunities and counsel families to limit recreational screens to <1 h day¹. Integrating motor-rich play modules into kindergarten curricula could mitigate digital-time trade-offs. Originality/value – This is the first Indonesian study to quantify the concurrent effects of screen use and active play on objectively measured FMS. The findings extend global evidence into a culturally specific context and highlight active play as a protective factor that can offset, but not fully negate, the detrimental motor effects of excessive screen exposure. Paper type Research paper
Copyright (c) 2025 Ilga Maria, Mada-o Puteh http://creativecommons.org/licenses/by-nc/4.0
Strategies of Early Childhood Teachers in Implementing the Pancasila Student Profile through Differentiated Learning: A Case Study
Purpose – The COVID-19 pandemic has led to noticeable behavioural changes and negative character traits among Indonesian children, as evidenced by a decline in the national student character index. The Pancasila student profile, a framework for character and competency development within Indonesia's Merdeka Curriculum, aims to address these challenges. This study examines how the Pancasila student profile is implemented through differentiated learning in Early Childhood Education (ECE) Penggerak Schools in Banda Aceh, providing insights into effective strategies for holistic child development. Design/methods/approach – This qualitative case study was conducted in two ECE institutions (one public, one private) participating in the Penggerak School Program. Data were collected through interviews with two kindergarten teachers, classroom observations, and document analysis. Thematic analysis was applied to identify key implementation strategies. Findings – The study revealed six key strategies for integrating the Pancasila Student Profile into ECE Penggerak schools through differentiated learning: (1) internalizing Islamic values in learning materials, (2) fostering child-led activity choices, (3) employing diverse teaching methods, (4) utilizing varied learning media, (5) engaging parents and the community (Tri-Sentra Pendidikan), and (6) adapting project-based learning flow to school contexts. Research implications/limitations – While the study provides valuable insights, its findings are limited to two schools in Banda Aceh, restricting generalizability. The short duration (two weeks) and reliance on teacher perspectives may also affect depth. Future research should expand to diverse regions, incorporate longitudinal designs, and include parent/child viewpoints to strengthen validity. Practical implications – The findings suggest that ECE educators should adopt differentiated learning tailored to children's interests and readiness, strengthen parental involvement, integrate local and digital resources, and flexibly adapt project-based learning to align with school capacities. Originality/value –This study addresses a gap in research on differentiated learning in Indonesian ECE, particularly within the Penggerak school program framework. It offers a practical model for embedding national character values into early childhood curricula, supporting Indonesia's goals for holistic student development. Paper type Case Study
Copyright (c) 2025 Dewi Fitriani, Teuku Zulfikar, Habiburrahim Habiburrahim http://creativecommons.org/licenses/by-nc/4.0
Hexis of the Body and the Project of Active Piety in Islamic Early Childhood Education in Solo
Purpose – This study addresses the limited scholarly attention given to the role of the body in shaping religious piety within early childhood education, particularly in Islamic-based institutions. While most studies on piety emphasize cognitive, doctrinal, or socio-political dimensions, little is known about how bodily practices contribute to the internalization of religious values from an early age. Therefore, this research aims to reveal the significant role of the body in the project of piety within Islamic-based Early Childhood Education institutions, specifically Raudlatul Athfal (RA) Ummah 5. In teaching Islam, RA Ummah 5 emphasizes the importance of bodily discipline. Design/methods/approach – This research employed an ethnographic approach. Data collection was conducted through participatory observation to capture children’s activities during both classroom and outdoor learning processes. In addition, in-depth interviews were carried out with the RA principal and teachers, and relevant documents were gathered to strengthen the findings. Through the ethnographic approach, the study explored the specific cultural patterns practiced at RA Ummah 5. Data were analyzed using Miles, Huberman, and Saldaña’s framework, which includes data collection, display, reduction, and verification/conclusion drawing. Findings – The piety project developed at RA Ummah 5 cannot be linked to the market or radicalism; instead, the institution defines its own model of piety based on foundational texts (the Qur’an and Hadith) interpreted textually. This aligns with the ideology rooted in the practices of the Prophet and the third generation of Muslims after him. Bodily practices reflect a discursive Islamic tradition connected to the past and validated by the continuity of practices transmitted across generations. In other words, RA Ummah 5 seeks to construct a future Islam that mirrors the past, distancing itself from modernity by reviving and sustaining traditional Islamic practices. Research implications/limitations – This study is limited in scope as it focuses on a single institution with a small number of respondents. Future research should expand to include more diverse contexts and participants to provide deeper and more comprehensive insights. Researchers should also develop a broader understanding of the research setting to enhance data collection. Practical implications – The findings provide new insights for educators, suggesting that hexis can serve as a means of shaping and controlling children’s behavior to achieve specific educational visions. Originality/value – This study contributes to the literature by demonstrating how RA Ummah 5 constructs its own version of piety—nurturing a rabbani generation that is spiritually, emotionally, and intellectually intelligent. The form of piety developed through bodily hexis is neither dictated by the market nor aligned with radicalism, as often emphasized in prior studies. Instead, this research highlights how bodily hexis is strategically employed as a medium for transmitting and internalizing Islamic values in early childhood education, in accordance with the ideology constructed by the school. Paper type Research paper
Copyright (c) 2025 Nur Tanfidiyah, Sangkot Sirait http://creativecommons.org/licenses/by-nc/4.0
Implementing and Addressing Challenges of LIMASTERS Integration in Early Childhood Education: A Case Study
Purpose – This study aims to explore the implementation and challenges of integrating LIMASTERS (Literacy, Mathematics, Science, Technology, Engineering, and Arts) in early childhood education within the School Mover Program in Jambi City. The research responds to the growing demand for 21st-century learning integration at the preschool level and examines how practices align with the principles of the Independent Curriculum. Design/methods/approach – A qualitative case study design was applied. Data were collected through classroom observations, in-depth interviews with teachers and the principal, and document analysis of lesson plans and children’s work. Data were analyzed thematically using the Miles and Huberman model of data reduction, display, and conclusion drawing. Findings – The study shows that literacy, mathematics, and arts are consistently integrated into daily learning, while science, technology, and engineering remain less developed. Teachers conduct initial assessments to align activities with children’s needs and interests. Key challenges include limited facilities, insufficient time, and teacher competencies. These are partly mitigated through peer collaboration, self-initiated training, and phased implementation. Research implications/limitations – The findings are context-specific and do not address long-term child development outcomes. Nonetheless, they provide valuable insights for designing integrative curricula and teacher training policies in Indonesian ECE (Early Childhood Education). Practical implications – The study offers a practical model for LIMASTERS integration through child-centered exploratory activities that emphasize interactive experiments, scaffolding, and contextualized learning. Originality/value – This research contributes a holistic framework for balancing literacy and STEAM within early childhood classrooms in a local Indonesian context, highlighting the potential of exploratory and contextual learning to advance curriculum reform. Paper type Case study
Copyright (c) 2025 Mastikawati Mastikawati, Nazurty Nazurty, Hendra Sofyan, Yantoro Yantoro http://creativecommons.org/licenses/by-nc/4.0
Cultural Cooking as Parenting Pedagogy: Strengthening Father–Child Attachment in Early Childhood Education
Purpose – This study explores the effectiveness of fun cooking activities using Minangkabau traditional food as a culture-based pedagogical strategy to strengthen father–child attachment in early childhood education settings. The research aims to demonstrate how local cultural practices can serve as meaningful tools for fostering emotional connection and parental engagement. Design/methods/approach – A quantitative pre-experimental design with a one-group pretest–posttest approach was employed to measure changes in attachment levels before and after the intervention. The study utilized a structured questionnaire encompassing four key indicators of attachment: frequency of interaction, emotional warmth, involvement in activity, and father–child communication. Data were collected through action-based activities, and the degree of improvement was analyzed using the N-gain formula to assess effectiveness. Findings – The findings revealed a significant increase in all four indicators of father–child attachment after participating in the fun cooking sessions. The most substantial improvements occurred in emotional warmth and involvement in the activity, suggesting that shared cooking experiences offer a highly interactive and emotionally rewarding context for strengthening familial bonds. These outcomes indicate that collaborative culinary activities not only promote affection and cooperation but also enhance communication and active participation between fathers and their young children. Research implications/limitations – The findings are context-specific to the Minangkabau community, which may limit their generalizability to other cultural settings. Future studies with larger samples and comparative designs are recommended. Practical implications – The study provides insights for educators, family practitioners, and policymakers on how local culture-based activities can be integrated into parenting programs to encourage father engagement. It underscores the significance of embedding local wisdom in designing family-centered educational practices. Originality/value – This research offers a novel perspective on fatherhood by positioning cultural cooking as a pedagogical tool to enhance paternal attachment. It expands the literature on father engagement in early childhood education and demonstrates how cultural traditions can be leveraged for sustainable parenting and educational practices. Paper type Research paper
Copyright (c) 2025 Vivi Anggraini , Rahmi Dwi Febriani, Ezi Anggraini, Adi Priyanto, Tia Novela, Yulsyofriend Yulsyofriend, Dwi Septia Ochi Wahyuni http://creativecommons.org/licenses/by-nc/4.0
From Ritual to Classroom: The Transposition of Islamic and Local Culture in Early Childhood Arts Education Curriculum
Purpose – This study explores the integration of Islamic values and Javanese cultural rituals in early childhood arts education within the Komunitas Lima Gunung in Central Java, Indonesia. It investigates how community-based rituals—such as Merti Dusun, Sungkem Tlompak, and Jaran Papat—serve as pedagogical spaces for the development of children’s aesthetic, spiritual, and socio-cognitive capacities. Addressing a gap in formal early childhood education, which often excludes local traditions and Islamic spiritual values, this study offers an alternative model rooted in cultural continuity and lived practice. Design/methods/approach – Employing a participatory ethnographic approach, the study involved in-depth interviews, direct observation, photo documentation, and ritual participation within seven community art centers. Data were interpreted using theoretical frameworks including Vygotsky’s Zone of Proximal Development (ZPD), Funds of Knowledge, and Pedagogical Content Knowledge (PCK), to understand how children learn through culturally meaningful interaction. Findings – The study reveals that children’s engagement in ritual performance enhances their spiritual literacy, narrative cognition, and sense of belonging. These processes occur through embodied participation, intergenerational storytelling, symbolic aesthetics, and moral learning embedded in Islamic-Javanese rituals. The study also shows how the absence of formal educators is compensated by the community’s collective pedagogical roles. Research implications/limitations – This study is context-specific and based on a single ethno-regional setting. It does not measure long-term developmental outcomes or compare with other regions. However, it provides qualitative depth and cultural insight into the ways informal, non-institutional education functions effectively within Islamic and indigenous contexts. Practical implications – The findings highlight the need for integrating local Islamic cultural practices into early childhood curricula. The model suggests a framework for community-based religious-cultural education that promotes identity, empathy, and critical thinking through art. Originality/value – This research offers a rare ethnographic insight into how Islamic-Javanese rituals function as aesthetic and moral education for young children. It challenges dominant models of early childhood education by proposing a culturally embedded, spiritually rooted, and community-led pedagogy. Paper type Research paper
Copyright (c) 2025 Bahtiar Arbi, Muhammad Jazuli, Wadiyo, Agus Cahyono, Brian Trinanda Kusuma Adi http://creativecommons.org/licenses/by-nc/4.0