UIN (Universitas Islam Negeri) Sunan Kalijaga, Yogyakarta: E-Journal Fakultas Ilmu Tarbiyah Dan Keguruan
Not a member yet
2923 research outputs found
Sort by
Cultural Cooking as Parenting Pedagogy: Strengthening Father–Child Attachment in Early Childhood Education
No full textPurpose – 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 pape
Development of a Visual-Based Pocketbook to Prevent Bullying Among Early Childhood Learners
No full textBullying has become a common phenomenon among early childhood students, particularly in kindergarten settings. Children aged 4–6 years often experience and engage in verbal, social, and physical bullying. This study aims to develop a pocketbook as an educational tool for teachers and parents, providing information on bullying prevention strategies for young children. The pocketbook incorporates visual illustrations to enhance understanding and was implemented in three early childhood education institutions. The research follows the Research and Development (R&D) approach using the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation. The study involved an initial needs analysis, revealing that parents and teachers have limited awareness of bullying. Data collection was conducted through interviews with teachers and parents, observations, content validation, language evaluation, and media validation to assess the feasibility of the pocketbook before implementation. Data analysis was performed using Aiken’s index to determine the effectiveness of the pocketbook in preventing bullying. The findings indicate that the pocketbook is an effective method for raising awareness and preventing bullying in early childhood. This is supported by data analysis, showing that the highest response rating from teachers and parents was on a 7-point scale, with an average approval rate of 49%, demonstrating a positive reception. The pocketbook serves as an innovative educational tool, enriching teachers’ and parents’ knowledge in guiding children to avoid bullying behaviors. Future research should focus on providing training sessions for teachers and parents to optimize the use of the pocketbook, ensuring more effective communication and comprehension of its content
Fathering and Early Childhood Adjustment in Polygamous Families: A Case Study Analysis
No full textPolygamous family structures present unique challenges to early childhood development, particularly in terms of emotional security, social adaptability, and access to paternal care, yet remain underexplored in academic research. This study explores the role of fathering in shaping early childhood adjustment within polygamous family structures. It investigates how different levels of paternal involvement, such as caregiving, emotional support, and educational engagement, affect children\u27s social and emotional development. Using a qualitative case study approach, data were collected through interviews, observations, and documentation involving two fathers who live separately from one or more of their wives and serve as the sole economic providers in their households. Thematic analysis was conducted to identify patterns of fathering practices and their relation to children\u27s adjustment outcomes. Findings reveal stark contrasts between the two parenting approaches. One father demonstrated high engagement, shared household responsibilities, and fostered autonomy in educational decision-making, contributing to the child’s emotional security and social adaptability. In contrast, the other father adhered to traditional and authoritative roles, fully delegating caregiving to his wives and limiting his children’s external social exposure, which may hinder their emotional development and peer interaction. This study highlights the importance of culturally contextualized fathering and calls for inclusive parenting programs that accommodate diverse family structures, especially within polygamous contexts. However, the study is limited by its small sample size and context-specific focus, which may constrain the broader applicability of its conclusions. Future research is recommended to involve more diverse participants across regions and apply longitudinal methods to explore long-term patterns of fathering and early childhood development within varied family configurations
Implementing Project-Based Learning with Loose Parts in Early Childhood Education: A Qualitative Descriptive Study
No full textThis study explores the implementation of Project-Based Learning (PjBL) using loose-part media in early childhood education at RA Umi Sundari, a private ECE institution in Indonesia. PjBL is recognized for promoting active, meaningful learning by engaging children in real-world projects that integrate exploration, problem-solving, and collaboration. Despite its growing adoption, the integration of PjBL with loose-part media—flexible, open-ended materials such as stones, bottle caps, or sticks—remains under-researched, especially in the context of private early childhood settings. Employing a qualitative descriptive method and an intrinsic case study design, this research investigates how PjBL with loose parts supports the cognitive, motor, and social development of young children. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using thematic analysis. Findings reveal that loose-part-based PjBL fosters creativity, independence, and critical thinking while enhancing children’s enthusiasm for learning. Teachers played a crucial role as facilitators, guiding exploration through open-ended questions, emotional support, and structured reflection. The study also identifies several challenges, including uneven teacher preparedness, limited material availability, and time constraints for project planning. While the learning outcomes were positive, the research was limited to a single institution and a short timeframe. Therefore, future studies should explore broader applications, long-term impacts, and potential integration with digital tools. This study contributes to the growing body of knowledge on early childhood pedagogical innovation by offering a contextually relevant model for enhancing child development through PjBL and loose-part integration
Enhancing Early Childhood Literacy through Collaborative Learning: A Case Study in Non-Formal Education at biMBA AIUEO Jember
No full textIndonesia faces critical early literacy challenges, with 55% of children unable to read simple text by age 10, highlighting the need for innovative pedagogical interventions, particularly in non-formal education sectors. This qualitative case study explores the implementation and effectiveness of an integrated collaborative learning framework that combines fun learning, small-step systems, and individualized approaches to enhance early childhood literacy at biMBA AIUEO Jember, a non-formal education center. Data were collected from 15 participants (a unit head, two motivators, three parents, and nine children aged 3–6) through semi-structured interviews, systematic classroom observation over three months, and document analysis. Data were analyzed using Miles and Huberman’s (1994) interactive model with thematic coding and member checking for validity. Findings reveal four major themes: structured progression through individualized learning levels enhanced literacy acquisition; play-based engagement sustained motivation across developmental variations; adaptive facilitation addressed diverse learning needs within resource constraints; and measurable literacy growth was evident in writing complexity and reading fluency despite individual differences. The integrated framework proved effective in supporting literacy development under limited-resource conditions, though implementation challenges emerged, including uneven learner progress, limited facilitator capacity, and material scarcity. These findings underscore the global relevance of adapting collaborative learning frameworks to strengthen early literacy in resource-constrained, non-formal settings. The study extends collaborative learning theory through the concept of constrained collaboration, demonstrating that meaningful literacy growth can occur when pedagogical models are contextually grounded rather than imported from affluent systems. However, as a single-site and short-term case study, the findings have limited generalizability. Future research should employ mixed methods and longitudinal designs across diverse contexts to measure long-term literacy outcomes and scalability. Ultimately, improving early literacy in marginalized communities requires creative adaptation to local realities, affirming that quality learning can thrive even within material constraints through committed, context-responsive facilitation
Revisiting the Origins of Ilm al-Kalam: Interreligious Dialogues and Their Impact on Islamic Educational Thought
No full textThis article revisits the historical and interreligious origins of Ilm al-Kalam and explores its implications for contemporary Islamic educational thought. Drawing on Alexander Treiger’s seminal analysis in The Oxford Handbook of Islamic Theology, the study employs qualitative textual methods to examine the formative dialogues between early Muslim theologians and Arab Christian thinkers, revealing that Kalam developed through dynamic epistemological engagement rather than in isolation. By critically tracing its philosophical, theological, and pedagogical transformations across time, the study argues that Kalam’s rational and dialectical methodologies offer significant potential for revitalizing Islamic education. The findings highlight the limitations of internalist historiographies and call for a reimagined curriculum model that integrates historical consciousness, critical reasoning, and ethical responsibility. Positioned within a transdisciplinary framework, the article proposes that Ilm al-Kalam be recontextualized not merely as a theological discipline but as a living epistemic tradition capable of informing pedagogical innovation in the face of global educational and ethical challenges
Heutagogical Self-Directed Learning in an Indonesian Islamic Senior High School: Teacher Scaffolding, Digital Practices, and Policy Implications
No full textThis study explores how self-directed learning (SDL) is fostered in the digital era within State Islamic Senior High Schools (Madrasah Aliyah Negeri) in Yogyakarta. Using a qualitative descriptive approach, data were collected through interviews, classroom observations, and document analysis involving teachers, students, and school leaders. The data was analyzed using a thematic analysis approach with the interactive model of Miles, Huberman, and Saldaña through the process of data reduction, data presentation, and drawing conclusions. The findings reveal a significant shift in learning behavior, where students show increased autonomy and motivation to seek online learning resources such as YouTube, academic journals, and educational websites. Teachers’ roles have evolved from traditional instructors to digital facilitators who guide students in planning, monitoring, and reflecting on their learning through platforms like Google Classroom, Padlet, and Quizizz. However, challenges remain, including inconsistent motivation among students, limited digital literacy among teachers, and unequal access to internet facilities. Cultural factors also influence the pace of transformation from teacher-centered to student-centered learning. This study is limited to several Islamic senior high schools in Yogyakarta, and the findings rely on qualitative data that may not be generalizable. Future research should involve broader school contexts, employ mixed-method approaches, and examine long-term or intervention-based efforts to strengthen self-directed learning in digital environments
Ethnoscience Study: Chemistry Aspects of the Local Practice of Mango (Mangifera Indica L.) Fruit Ripening with Carbide for Contextualized Chemistry Learning
No full textThis study aims to explore the chemistry aspects of local practices on Mango (Mangifera indica L.)fruit ripening process with calcium carbide to be integrated in contextual chemistry learning.Literature studies from scientific journals related to natural and artificial fruit ripening werecomparatively analyzed in relation to local knowledge and scientific concepts to identify potentialintegration into science learning (especially chemistry). The results showed that the integration ofnatural science with local practices, such as fruit ripening, is an innovative way to teach chemicalkinetics in a contextualized way. The study of the fruit ripening process can help students understandchemical concepts, especially chemical kinetics, in a more relevant and practical context. Thus,chemistry learning is not only limited to theory and laboratory experiments, but also includes realapplications that are relevant to the lives of students and society
The Potential of Materials Constructing Traditional Houses of Honai Dani Tribe of Papua as A Source for Learning Biochemistry with an Ethnoscience Approach
No full textThis research aims to explore the biochemical aspects of the local wisdom of the Honai traditional house Dani tribe of Papua and its potential integration in biochemistry learning through an ethnoscience approach. The research method is literature study from scientific journal articles, books, online articles, and research reports related to the biochemical composition of the building materials that make up the Honai traditional house. The main problem in this study is how to construct indigenous science knowledge into scientific science and identify its potential integration in biochemistry learning. The study showed that the main components of Honai houses are reeds, various types of wood, and rattan. The biochemical composition is lignin, holocellulose, alpha-cellulose and hemicellulose as well as other compositions that can be discussed on the topic of biochemical aspects of living things and further on the topic of cells and cell bonds / chemical bonds. The material composition contained in the materials that make up the honai traditional house can also be further explored in the practice of applied biochemistry, to produce other appropriate items. Thus the Honai traditional house is highly potential as a learning resource in biochemistry courses with an ethnoscience approach
Academic Capability Under the Lens: Analyzing the Comprehensive Exam Program
No full textThis program evaluation is intended to describe the results of the comprehensive examination program for prospective teachers in all science fields. The results of this program evaluation are expected to make a specific contribution to the sustainability of the comprehensive examination program being held and are expected to contribute to education in general. This program evaluation uses the CIPP (Context, Input, Process and Product) evaluation model. Data sources for this program evaluation consist of documents and human resources. Based on the results of a thorough evaluation of the comprehensive examination program, it can be concluded that recommendations to improve the effectiveness and sustainability of this program are very important. Evaluations covering context, input, process and product aspects show that there are several areas that need to be improved and improved. An effective and sustainable comprehensive examination program is not only an evaluation tool, but also an integral part of their academic and professional career development. With a holistic and sustainable approach, study programs can ensure that comprehensive exams provide maximum benefits for students and educational institutions as a whole