Kiddo: Jurnal Pendidikan Islam Anak Usia Dini

The Effect of Animated Video Traditional Games Learning Media on Kindergarten Children’s Mathematical Abilities: An Experimental Study

2026-03-02T13:00:24+07:00

This study aims to analyze the influence of traditional game animation video learning media on the mathematical abilities of children aged 5–6 years at Oswald Siahaan Kindergarten. This study uses a quantitative approach with an experimental method. The experimental design used is quasi-experimental with a one-group pretest–posttest model. The population in this study consists of all children in Group B at Oswald Siahaan Kindergarten, totaling 20 children, with the sampling technique being a saturated sample. Data collection was carried out thru structured observation methods to measure children's mathematical abilities, including understanding number concepts, simple arithmetic operations, recognition of geometric shapes, and concepts of measurement. Data analysis was conducted by comparing pretest and posttest results using the paired sample t-test. The research results using the paired sample t-test obtained an Asympsig (2-tailed) value of 0.000 < 0.05. this means there is an improvement in children's mathematical abilities after using traditional game animation video media. These findings indicate that traditional game animation videos have a positive and effective impact on improving early childhood mathematical abilities.

Pengembangan Flash card Berbasis Budaya Lokal Bangka Belitung Sebagai Media Literasi Keuangan Anak Usia Dini

2026-03-02T14:02:13+07:00

This study aimed to develop local culture–based flash cards from Bangka Belitung as a learning medium to support financial literacy among early childhood students. The study employed the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model using a Research and Development (R&D) design involving 40 children aged 5–6 years from two early childhood education institutions in the Bangka Belitung Islands Province. Data were collected through structured observations, expert validation questionnaires, and pretest–posttest assessments. The results indicated that the developed media achieved a very high level of feasibility, with material expert validation reaching 92% and media expert validation 89%. Limited trials demonstrated a significant improvement in children’s financial literacy scores, increasing from an average of 56.4 on the pretest to 84.7 on the posttest, reflecting a gain of 28.3 points (50.17%). Children’s engagement during the learning process reached 85% based on structured observational data. These findings indicate that the use of local cultural context within the learning media effectively enhances children’s understanding of key financial literacy concepts, including needs versus wants, the function of money, and saving habits. This study contributes a validated culture-based financial literacy learning model that is ready for broader implementation in early childhood education settings, with potential for further development in terms of interactivity and expanded effectiveness testing.

Internalisasi Karakter Tanggung Jawab Anak Usia Dini Melalui Pembiasaan Kegiatan Harian di TK Plus Usman Al- Farsy

2026-03-03T08:19:57+07:00

The most effective way for schools to foster early childhood character development is through habituation activities, which represent the initial stage in shaping children’s character. Children’s perceptions and behaviors can develop and change through continuous stimulation. This study aims to examine how habituation activities support the internalization of children’s character. The research employed a descriptive qualitative method involving 25 group B students at TK Plus Usman Al-Farsy, along with one principal and one assistant teacher as supporting informants. The study was conducted during the first semester of 2025 and lasted for one month. Data were collected through documentation, interviews, and observations, and were analyzed using the Miles and Huberman interactive model. The findings indicate that character internalization was fostered through habitual practices such as cleaning up toys, storing personal belongings, and lining up before and after activities. Consistent implementation, parental support, and teacher role modeling were key contributing factors. This study provides a comprehensive understanding of the processes, stages, and components influencing the successful internalization of responsibility character in early childhood education institutions.

Peran Literasi Pangan Orang Tua dalam Mencengah Stunting Pada Anak Usia Dini: A Systematic Literature Review

2026-03-03T12:14:28+07:00

Stunting in early childhood is a major nutritional problem that impairs children’s physical growth and cognitive development. One of the main contributing factors is the low level of parental food literacy, particularly among mothers. This study systematically reviews existing literature on parental understanding of food literacy and its role in preventing stunting in early childhood. A Systematic Literature Review (SLR) was conducted using the PRISMA. Articles were retrieved from four academic databases—Scopus, Wiley Online Library, ScienceDirect, and Taylor & Francis—covering publications between 2013 and 2024. A total of twenty eligible articles were analyzed thematically. The results show that parental food literacy significantly influences children’s dietary quality, with variations determined by education, socioeconomic status, access to information, and family food culture. Moreover, everyday practices such as food selection, preparation, and serving reflect the application of food literacy, which is strongly associated with child growth outcomes. This review highlights the importance of strengthening parental food literacy through community-based education and government-supported intervention programs as strategic measures to reduce stunting prevalence.

Stimulasi Literasi Awal Anak Usia 5-6 Tahun: Efektivitas Aplikasi Membaca Berbasis Neurosains

2026-03-04T21:37:29+07:00

This study examines the effectiveness of a neuroscience-based reading application in stimulating early literacy among children aged 5-6 years at RA Asy-Syuhada' Pamekasan. The research employed a quasi-experimental design using a one-group pretest-posttest approach, involving 20 children selected through a total sampling technique. Data were collected using a performance-based assessment instrument developed based on the Early Childhood Development Achievement Standards (STPPA). The instrument was validated through expert judgment by two experts one in early childhood education and one in educational technology and was further supported by a practitioner in early childhood education. The results showed a significant improvement in early literacy scores, with the mean score increasing from 11.40 (moderate category) to 22.15 (high category), supported by a t-value of 14.98 and p < 0.001 at a significance level of 0.05. These findings indicate that the neuroscience-based reading application is effective in stimulating early literacy development through the activation of multisensory neural pathways involving visual, auditory, and motor processing in early childhood.

Millennial Parents’ Skepticism Toward Modern Parenting Approaches in Early Childhood Education

2026-03-04T22:36:15+07:00

In the midst of shifting parenting paradigms, early childhood has become a critical arena where millennial parents must navigate between traditional expectations and modern approaches. This study aims to explore the skepticism of millennial parents toward modern parenting science and to examine the influencing factors, including personal experiences, traditional cultural norms, media exposure, and the psychological impacts that arise. Employing a qualitative approach with a case study method, data were collected through in-depth interviews, participatory observation, and documentation involving fifteen millennial parents living in a traditional community setting. The findings reveal that childhood experiences serve as a primary reference point in evaluating the effectiveness of modern parenting approaches. Local cultural values that emphasize collectivism, physical closeness, and family hierarchy reinforce resistance to new parenting paradigms. Meanwhile, exposure to digital media provides broad access to parenting information but also leads to confusion due to the overwhelming and often contradictory content. This skepticism results in inconsistent parenting practices, social pressure, and internal conflicts that contribute to emotional fatigue and psychological strain among parents. The study concludes that skepticism toward modern parenting science is not a form of outright rejection, but rather an adaptive response to the mismatch between theoretical ideals and the socio-cultural realities faced by parents. Therefore, the dissemination of modern parenting approaches must be contextualized, participatory, and sensitive to the lived experiences and cultural values of millennial parents.

Implementation Of The Reggio Emilia Approach In Developing Higher Order Thinking Skills (HOTS) Of Children Aged 5–6 Years At RA Nahdliyatul Islamiyah

2026-03-04T23:07:56+07:00

This study was conducted to examine how the Reggio Emilia Approach contributes to the development of Higher Order Thinking Skills (HOTS) in children aged 5–6 years. HOTS, which involve the abilities to analyze, evaluate, and create, need to be fostered from an early age to support children’s critical and creative thinking development. This research applied a qualitative descriptive design and was carried out at RA Nahdliyatul Islamiyah. The research participants included a classroom teacher and children in the 5–6 age group. Data were obtained through direct observation of learning activities, in-depth interviews with the teacher, and documentation of children’s learning processes and products. The data were then analyzed using the stages of data reduction, data presentation, and conclusion drawing. The findings indicated that learning activities based on the Reggio Emilia Approach, such as project work, exploration, and group discussion, were able to encourage the development of children’s higher-level thinking. Children demonstrated analytical skills when identifying and exploring objects, evaluative skills when expressing opinions, and creative skills when producing their own work. In addition, the teacher’s role as a facilitator and the provision of a supportive learning environment strengthened this development. It can be concluded that the Reggio Emilia Approach is effective in supporting the enhancement of HOTS in early childhood learning.

Analysis of Factors Influencing Emotional Dependence of Early Childhood Children in the Gajahwong School Community, Yogyakarta

2026-03-07T10:22:47+07:00

This study aims to analyze the factors influencing emotional dependence in early childhood within the Gajahwong School Community in Yogyakarta. A qualitative design was employed, involving four children aged 3–4 years as subjects and parents and teachers as informants. Participants were selected using purposive sampling. Data were collected through observation and in-depth interviews, then analyzed thematically by identifying, categorizing, and interpreting emerging patterns, and presented in narrative form supported by previous research.The study's results indicate that children's emotional dependence is influenced by two primary factors: family and socioeconomic circumstances, and psychological factors. Family factors include insecure attachment patterns, insufficiently emotionally responsive parenting, and parents' limited understanding of how to regulate their children's emotions under socioeconomic stress. Empirical findings indicate that children may exhibit behaviors such as prolonged crying when separated from their parents, difficulty adapting in the classroom, a tendency to cling to teachers as substitute attachment figures, and spontaneous emotional reactions when facing problems with peers.In addition, children's psychological profiles are marked by excessive separation anxiety and a limited capacity for independent self-regulation. The intensity and manifestation of these behaviors vary among children, indicating that emotional dependence is not a fixed condition but is shaped by dynamic interactions between family relational experiences and the child's psychological state. Based on these findings, collaborative, context-sensitive interventions are needed, such as parenting education programs attuned to families' socioeconomic circumstances, emotion-regulation training for parents and educators, and adjustments to the school environment to better support children's transitions and emotional adaptation.

Establishing State Raudhatul Athfal in West Kalimantan: A Critical Policy Analysis of Early Childhood Islamic Education

2026-03-11T23:41:23+07:00

This study is grounded in the importance of providing quality early childhood education. Quality early childhood education has a positive impact, namely maximizing children’s growth and development and preparing them to enter the elementary school level. One of the efforts to provide quality education is the establishment of Raudhatul Athfal by the government through state Raudhatul Athfal. At the same time, in Indonesia, including West Kalimantan, to date there has not been a single state Raudhatul Athfal. Raudhatul Athfal managed by the state is intended to ensure that the quality of Islamic early childhood education is measurable, standardized, and equitable. This study aims to explore the expectations of teachers and students regarding the establishment of state Raudhatul Athfal, as well as to examine the responses and policies of the Ministry of Religious Affairs at the district/city level in West Kalimantan related to the establishment of state Raudhatul Athfal. This research employs a qualitative approach with a descriptive method. Data collection techniques include interviews, observation, and documentation. The key informants of the study consist of officials from the Ministry of Religious Affairs in West Kalimantan, Raudhatul Athfal teachers, and students of Early Childhood Islamic Education (Pendidikan Islam Anak Usia Dini/PIAUD). This study concludes that the establishment of state Raudhatul Athfal in West Kalimantan as an effort to implement quality Islamic early childhood education still has a long way to go due to the absence of policies from the Ministry of Religious Affairs in West Kalimantan regarding this issue, even though at the same time the encouragement and aspirations of teachers, alumni, students, and early childhood education activists for state Raudhatul Athfal are very strong.

Mediasi Budaya dalam Pengasuhan Digital: Integrasi Nilai-Nilai Islam dan Kearifan Lokal Madura Untuk Membangun Resiliensi Anak Usia Dini

2026-03-12T00:12:26+07:00

The shift from conventional to digital parenting presents concrete challenges for Madurese Muslim families who must balance technological literacy with the preservation of cultural values. The technology literacy gap between parents and children leads to the declining transmission of bhapa’ bhabhu’ ghuru rato (respect for father, mother, teacher, and leader), ta’dzim (courtesy), and andhap asor (humility) in daily family life. Existing digital parenting scholarship has been largely shaped by Western-secular perspectives that overlook how conservative religious communities negotiate technology use through religious and local cultural frameworks. This study explores how Islamic values and Madurese local wisdom shape digital parenting practices and their implications for early childhood digital resilience. A six-month qualitative case study was conducted at PAUD Al-Hikmah Pamekasan using non-participatory observation and semi-structured interviews with ten key informants. Reflexive thematic analysis following Braun and Clarke’s six iterative stages was applied to identify patterns and themes. Three cultural mediation patterns were identified: technology filtering based on dual religious and cultural criteria, prioritization of physical interaction through traditional games, and family-school partnerships navigating implementation tensions. Children develop dual competencies by appreciating traditional values while engaging with digital media selectively. This study recommends that digital parenting programs integrate religious perspectives and actively involve local religious leaders as strategic implementation partners.

Early Childhood Tahfidz Learning Using the Developmentally Appropriate Practice (DAP) Approach to Improve Qur'an Reading Skills

2026-03-20T23:05:45+07:00

Learning tahfidz in early childhood not only requires the ability to memorize Qur'anic verses, but also requires strengthening reading skills as a basis for more precise and quality memorization. In practice, some tahfidz learning is still repetitive and academic so that it is not in accordance with the characteristics of child development. The Developmentally Appropriate Practice (DAP) approach offers child-friendly learning strategies through play activities, hands-on experiences, and stimuli tailored to the child's cognitive, language, and social-emotional developmental stages. This study aims to describe the application of DAP-based tahfidz learning and find out its improvement in children's Qur'an reading skills. The method used is descriptive qualitative. The subject of the study is the children of Tahfidz Kindergarten MQA Banteran, while the object of the research includes the tahfidz learning process and the development of the ability to read the Qur'an. Data was collected through observation of learning activities, interviews with kindergarten principals, teachers, and documentation. The results of the study show that the application of DAP through game-based hijaiyah letter recognition activities, muroja'ah with songs, the use of concrete media, and the habit of reading gradually can improve children's ability to pronounce letters, improve letter meaning, and read short verses more fluently. This model also fosters children's sense of joy and motivation in tahfidz.

Revitalizing Early Childhood Creativity through the Integration of Animated Videos in Problem Based Learning and Project Based Learning

2026-03-20T23:34:17+07:00

Early childhood creativity is a crucial developmental outcome that can be fostered through the strategic integration of appropriate pedagogical models and digital learning media. This study examines the effect of animated video media on children’s creativity when integrated with Problem Based Learning and Project Based Learning approaches. A quantitative experimental design was employed, and the data were analyzed using analysis of variance to examine both main and interaction effects. The findings reveal that the use of animated video media has a statistically significant effect on children’s creativity within both instructional approaches (p < 0.05). However, no statistically significant difference was identified between the two learning models (p > 0.05), nor was a significant interaction detected between the instructional models and the use of animated video media (p > 0.05). These results suggest that both pedagogical approaches function comparably in supporting creativity development when combined with animated video media. Conceptually, this study reinforces the role of multimedia-supported, student-centered learning environments in early childhood education and contributes empirical evidence to discussions on instructional model equivalence in fostering creative capacities. The findings also provide a theoretical basis for future research on optimizing digital media integration to support creativity development in early childhood contexts.

The Role of Arabic Language in Early Childhood: A Phenomenological Study of Millennial Madurese Families In Kubu Raya

2026-03-21T00:11:28+07:00

This article aims to examine the role of Arabic in early childhood within the context of millennial Madurese families in Kubu Raya, West Kalimantan Province. This study uses a qualitative approach with a phenomenological method to gain an in-depth understanding of parents’ experiences and practices in introducing and habituating the use of Arabic to early childhood. The primary data was obtained from five millennial Madurese parents who have early childhood in Kubu Raya Regency. Data were collected through in-depth interviews, observation, and documentation techniques, supported by secondary data in the form of literature relevant to early childhood education, bilingualism, and Arabic language learning. The data collection process was carried out gradually and continuously throughout November 2025. Data analysis was conducted qualitatively through the stages of data reduction, data presentation, and conclusion drawing. The results of the study show that millennial parents in Madura introduce Arabic to young children through various parenting strategies, such as integrating the language into daily activities, modelling behaviour, religious activities, and utilising digital media such as YouTube videos with parental guidance. Arabic is positioned not only as a tool for linguistic mastery but also as a medium for character formation and the internalisation of Islamic values. This study emphasises that the quality of interaction, consistency in parenting, and the family environment are key factors in the successful introduction of Arabic to early childhood.

BRIDGE Model: Transformasi Kearifan Lokal Madura melalui English for Young Learners dalam Pembentukan Karakter Anak Usia Dini

2026-03-21T00:46:11+07:00

The degradation of Tengka ethical values among the younger generation in Madura highlights the urgency of preserving culture from an early age. English language learning is often separated from local cultural values, which has the potential to weaken children's cultural identity. This study aims to analyze the process of transforming Tengka values (abhental syahadat, asokon pribadi, andhap asor) and find an effective transformation model through the English for Young Learners program for character building in early childhood at RA Sabilillah Sampang. The research used a qualitative case study approach for four weeks in August 2025 with subjects including one principal, four teachers, twenty students in group B, and ten parents. Data collection techniques included non-participant observation, in-depth interviews, and documentation studies analyzed using the interactive model of Miles, Huberman, and Saldaña. The results of the study produced the BRIDGE (Building Respectful Identity through Dynamic Global Education) Model, which consists of five components: building a foundation of values, reflecting values in language, integrating values and language, developing character, and fostering cultural identity. The data showed that 78% of children were able to use English expressions of politeness that reflected the value of andhap asor, 75% demonstrated self-control (asokon pribadi), and 70% expressed firmness of belief (abhental syahadat). The BRIDGE model offers a systematic framework for integrating local wisdom with foreign language learning in early childhood education.

Development of an Augmented Reality Learning Application to Introduce Animal Concepts for Early Childhood Education

2026-03-21T01:15:14+07:00

This research aims to describe the process of developing Augmented Reality (AR) applications as an interactive and effective learning medium for animal world materials. The research method used is a research and development (R&D) model with a qualitative and quantitative approach. The development process includes analyzing user needs, designing and implementing the application, and evaluating the effectiveness of its use in the classroom. The results of the study show that AR applications are able to provide a more real and interesting learning experience for students. Key features such as 3D displays of animals, sounds, and interactive information successfully improve student engagement and understanding of the material. Analysis of students' responses showed that the majority felt more motivated and easily understood concepts about the animal world through this medium. The implications of this study show that AR technology has great potential in increasing learning effectiveness, especially in materials that require high visualization. Further development and integration with the curriculum can expand its benefits in the world of education.

The Application of Axiological Values by the Principal of Kindergarten Pembina 1 Penajam to Teachers' Work Ethic and Children's Character

2026-03-21T01:34:24+07:00

This study aims to analyze the application of axiological values in the leadership of the principal of Kindergarten Handayani 1 Penajam and its impact on teachers’ work ethic and children’s character development. A qualitative case study approach was employed. Data were collected through in-depth interviews, participatory observations, and document analysis involving the principal, teachers, parents, and learning activities. Data were analyzed using the interactive model of Miles and Huberman with triangulation to ensure data validity. The findings reveal that the principal’s value-based leadership, emphasizing integrity, empathy, justice, and moral responsibility, contributes to the creation of a humanistic and inclusive school culture. This leadership approach positively affects teachers’ work ethic, reflected in improved discipline, professionalism, and commitment. Furthermore, the integration of axiological values through daily habituation and school–community collaboration supports holistic character development in children, including religious values, honesty, discipline, independence, responsibility, and self-confidence. The study concludes that axiological-based leadership is essential for sustaining educational quality and fostering comprehensive character development in early childhood education.

The Pesantren Approach In Building Peace Education And Social Stability For Young Children: A Literature Review 2008-2025

2026-03-21T01:59:47+07:00

Social conflict and intolerance in Indonesia emphasize the importance of peace education from an early age. This study aims to explore the pesantren approach in building peace education and social stability for early childhood. The study uses a qualitative method with a library research design through systematic analysis of 45 main literature sources, including indexed journal articles, reference books on Islamic education and peace education, and pesantren curriculum documents based on early childhood education. The data were analyzed using thematic content analysis techniques to identify patterns of peace value integration in pesantren educational practices. The findings show that Islamic boarding schools develop the foundations of peaceful character through three main approaches: (1) moral education based on akhlak (ethics) that instills the values of tasamuh (tolerance) and ta'awun (cooperation), (2) the halaqah tradition as a space for democratic dialogue to practice communication and conflict resolution, and (3) community-based social activities as a laboratory for practicing the values of peace. This holistic approach integrates cognitive, affective, and behavioral dimensions in character building.The practical implication of this research is the need to develop a more structured pesantren-based peace education curriculum and strengthen collaboration between pesantren and formal educational institutions to reinforce social stability in multicultural societies.