UIN (Universitas Islam Negeri) Sunan Kalijaga, Yogyakarta: E-Journal Fakultas Ilmu Tarbiyah Dan Keguruan
Not a member yet
2923 research outputs found
Sort by
Need Analysis of Arabic Learning in MI for the Development of Collaborative Interactive E-Modules FAL (Fun Arabic Learning): Analisis Kebutuhan Pembelajaran Bahasa Arab di MI untuk Pengembangan E-Modul Interaktif Kolaboratif FAL (Fun Arabic Learning)
No full textArabic language learning in Madrasah Ibtidaiyah (MI) still faces various challenges, including the lack of learning media that is interesting and in accordance with the needs of students. This study aims to analyze the needs and problems in Arabic language learning in Madrasah Ibtidaiyah (MI) as a first step in the development of collaborative interactive e-modules FAL (Fun Arabic Learning). The research employs a descriptive qualitative method with a preliminary study approach. Data were gathered through observations, interviews, and questionnaires administered to teachers and students. The data were analyzed using thematic analysis through data reduction, data display, and conclusion drawing. The validity of the data was ensured through source and method triangulation. The results showed that students had difficulty in understanding Arabic vocabulary and sentence structure, low motivation to learn due to limited learning media, lack of collaborative activities to improve Arabic language skills. Teachers also experience obstacles in delivering material interactively and collaboratively. Therefore, the development of collaborative interactive e-modules FAL (Fun Arabic Learning) is expected to be an innovative solution To enhance the efficiency and appeal of Arabic language learning in MI.
Keywords: Arabic Language Learning, Collaborative, Fun Arabic Learning, Interactive E-Modul
Fa’aliyatu Thariqah Make a Match fi Tarqiyati Maharati al-Qira’ah bi al-Lughah al-‘Arabiyyah: Tahlil Nataij at-Ta’allum: The Effectiveness of the Make a Match Method in Improving Arabic Reading Skills: An Analysis of Learning Outcomes
No full textReading skills are fundamental to learning Arabic, as they play an essential role in understanding texts, developing vocabulary, and building other language competencies. However, the process of teaching reading in many schools still relies on traditional, teacher-centered methods, resulting in low student motivation and unsatisfactory learning outcomes. Based on these issues, this study aims to analyze the effectiveness of the “Make a Match” method in improving the reading skills learning outcomes of ninth-grade students at the Serang 2 Islamic Public Middle School. The uniqueness of this study lies in its focus on measuring the quantitative effect of the “Make a Match” method on reading skills learning outcomes, specifically, in the context of State Islamic Middle School 2 Serang, which has been limited in research. This study used a quantitative, pre-experimental design with a one-group, pre- and post-test. The study group consisted of ninth-grade students, while the study sample consisted of 30 ninth-grade (B) students. Data were collected using a cumulative test to measure reading learning outcomes, and the data were analyzed using a paired-samples t-test. The results of the study showed a statistically significant difference between the pre- and post-test scores, with a significance value of 0.000 (< 0.05). This study concluded that the Make a Match method.
Keywords: Arabic, Cooperative Learning, Make a Match, Reading Skills
Exploring the Impact of Digital Literacy on Cognitive Development in Early Childhood Education: A Systematic Literature Review
No full textPurpose – 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\u27s 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\u27 understanding of digital literacy practices at home. Factors such as children\u27s age, family structure, household income, and Human Development Index (HDI) significantly contribute to predicting preschool children\u27s early digital literacy.Findings – The findings show that while children\u27s 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\u27s 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 revie
Strategies of Early Childhood Teachers in Implementing the Pancasila Student Profile through Differentiated Learning: A Case Study
No full textPurpose – 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\u27s 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\u27s 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\u27s goals for holistic student development.Paper type Case Stud
Habituation of Short Surah Memorization to Develop Discipline in Early Childhood: A Faith-Based Character Education Approach
No full textAmid growing concerns regarding the erosion of self-regulation and rule adherence among young learners, this study investigates how short surah memorization contributes to discipline formation in early childhood. Conducted at TK Islam Bakti IV Surabaya, this qualitative case study involved students, teachers, and parents participating in a structured Quranic memorization program. Data were collected through observations, in-depth interviews, and document analysis, then processed using Miles and Huberman’s interactive model. The findings demonstrate that daily memorization routines significantly enhance children’s discipline, particularly in the areas of punctuality, responsibility, rule-following, and focus. Students who engaged consistently in memorization exhibited observable improvements in time management, task commitment, and behavioral self-regulation. Teachers structured learning schedules around specific surah targets, while parents extended reinforcement at home, creating a cohesive framework of habituation. Furthermore, spiritual motivation among students emerged as a strong internal driver sustaining disciplined behavior beyond external supervision. These outcomes affirm that religious memorization is not merely cognitive training but also a means of cultivating character values. The study highlights the significance of integrating faith-based habituation into early childhood character education to promote behavioral consistency and moral grounding. Nonetheless, the findings are limited by the single-site nature of the study and its culturally homogeneous participants. Broader research across diverse settings is recommended to validate the effectiveness of Quranic memorization in discipline development. Educational institutions are encouraged to design character education programs that harmonize religious values with structured behavioral reinforcement to support holistic child development
Enhancing Early Childhood Recognition of Traditional Dance through Training Strategies and Video-Based Instruction
No full textTo introduce traditional dance to early childhood, interesting training methods and media in accordance with the child\u27s development are needed, so as to arouse children\u27s interest and love for traditional Indonesian dance. This study aimed to obtain an empirical data on the effect of training methods and video tutorials on the ability to recognize traditional Indonesian dance in children. Children’s ability to dance traditional dances referred to the motor skills of children aged 5-6 years. The training method was using a sports approach, consists of introduction regional knowledge of dance, a warm-up, traditional dance as the main exercise, and a cool-down. The warm-up and cool-down used play movements, which made children enjoyable and developmentally appropriate. Used experimental research methods 2x2 factorial design, which consists of groups that get treatment and control groups. The sampling technique was carried out by cluster random sampling, 43 children in 2 classes at 2 kindergartens (four classes), in South Tangerang, Indonesia. Data normality test with Lilliefors test found that all data were normal. Homogeneity test with Bartlett\u27s test found that all data were homogeneous. For hypothesis testing, two-way analysis of variance / ANOVA was carried out, then to test the interaction was carried out with the Tukey test. Based on the results of the analysis of variance at a significant level α = 0.05, it was found that the score of the ability to recognize traditional Indonesian dances early childhood: the training method with a sports approach was better than the conventional training method; there was an interaction between training methods; Using video tutorial media was not better than audio media; with a sports approach and video tutorials. This study showed that using a sports-based training approach with play movements is a fun and developmentally appropriate method to introduce traditional dance to children. Further research is needed on a larger and broader scale to conclude that this method has the same effect on every traditional dance practice for early childhood children
Babalu Dance and Holistic Development of Early Childhood: A Case Study on the Integration of Traditional Arts in Early Childhood Education
No full textTraditional dance not only represents cultural heritage but also embodies pedagogical values that can be integrated into early childhood education. One such traditional dance that remains vibrant and practiced in the northern coastal region of Java is the Babalu Folk Dance, characterized by rhythmic, simple yet expressive movements. Although children’s dance practices have flourished in informal educational settings, the utilization of traditional dance as a child development–oriented learning medium remains severely limited. This study originates from this gap, noting the lack of systematic exploration of the contribution of traditional dance movement variations to the holistic development of early childhood. This research aims to analyze the movement structure of Babalu Dance and evaluate its potential in supporting five key developmental domains of early childhood: gross motor, fine motor, cognitive, socio-emotional, and artistic appreciation. Employing a qualitative case study approach, this study was conducted at Sanggar Putra Budaya Batang, involving six children aged 4–6 years, six dance instructors, and six parents. Data collection techniques included participatory observation, semi-structured interviews, and visual documentation, followed by thematic analysis. The findings reveal that each movement category—head, hand, foot, and body—specifically contributes to various dimensions of child development. Body and foot movements support balance and coordination; hand movements strengthen fine motor skills; and the choreographic structure fosters cognitive, social, and expressive aspects. This study underscores the potential of Babalu Folk Dance as a culturally grounded contextual learning medium and recommends its integration into character- and traditional arts–based early childhood education curricula
Strategic Principal Leadership in Data-Driven and Value-Based School Planning: A Case Study from Indonesian Primary Education
No full textPurpose – This study investigates the leadership strategies of school principals in implementing data-driven planning integrated with religious values, addressing a critical gap in educational leadership literature. While the use of data in school planning is widely discussed, its alignment with spiritual and local cultural values remains underexplored, particularly within multicultural primary schools in Indonesia.
Design/methods/approach – A qualitative single case study was conducted at SDN Buahkapas, West Java, using an interpretive epistemology. Data collection included in-depth interviews, non-participant observations, and document analysis (e.g., Education Report Card, annual work plan). Thematic analysis, supported by NVivo software, was employed to identify, code, and visualize recurring patterns across data sources and informants.
Findings – The principal demonstrated strategic leadership through comprehensive data analysis (aided by NVivo-based word cloud and project mapping), teacher collaboration, and the integration of religious values into the school’s vision—“SAKTI” (Sehat, Agamis, Kreatif, Berteknologi, dan Inspiratif). Key themes included data-driven planning (19 references), classifying priorities (17), and collaboration (13). Challenges such as limited teacher data literacy and financial constraints were addressed through reflective evaluations, capacity-building efforts, and external resource mobilization.
Research implications – Findings highlight the importance of strengthening principals’ data literacy and capacity to embed spiritual values in school planning. Integrated training and teacher empowerment in data interpretation are essential to ensure contextually responsive and evidence-based school improvement. While findings are contextually rich, their generalizability is limited due to the single-case design
Mapping the Intellectual Landscape of Inclusive Islamic Religious Education: A Bibliometric Analysis
No full textPurpose – This study aims to systematically map the scholarly landscape of inclusive Islamic education, particularly Islamic Religious Education (PAI) for children with special needs (CWSN), by identifying trends, key themes, influential authors, and patterns of collaboration in the literature.
Design/methods/approach – A bibliometric analysis was conducted on 154 Scopus-indexed journal articles published between 2003 and 2025. The data were extracted on July 19, 2025, at 8:50 p.m., using a refined Boolean search strategy. The corpus was limited to Scopus-indexed journal articles published in English, and only journal articles were included based on the document filter. The extracted data were analyzed using R, RStudio, VOSviewer, and Microsoft Excel to assess publication metrics, co-authorship networks, and keyword evolution.
Findings – The results show a significant increase in research output after 2019, with Southeast Asian countries—particularly Indonesia and Malaysia—leading in contributions. Dominant themes include inclusive education, Islamic pedagogy, and children with special needs, while emerging themes such as pluralism, citizenship, and social justice reflect a shift toward more justice-oriented and contextually grounded discourse. However, international collaboration remains limited, and the theoretical integration between Islamic epistemology and inclusive education principles appears underdeveloped.
Research implications – The findings highlight the need for more interdisciplinary and globally collaborative research in this domain. Future studies should bridge Islamic theological principles with inclusive pedagogical frameworks and expand beyond English-language and Scopus-indexed publications to achieve a more holistic understanding of inclusive Islamic education
The Effectiveness of Peaceful Education Learning Strategies for Students at Emergency Madrasas Following Natural Disasters in Sidoarjo
No full textPurpose – This research aims to develop and evaluate learning strategies and curricula focused on risk management education for emergency schools in post-disaster areas. The goal is to support a peaceful learning process that helps students recover from trauma while improving motivation, academic performance, and disaster preparedness.
Methods – This research uses the Borg & Gall Research and Development Model to find an appropriate instructional strategy for peace education in post-natural disaster school areas. Data collection was found through documentation, interviews, and observation. Field tests I, II, and III were conducted at Madrasa Ibtidaiyah (Islamic Elementary School) in Sidoarjo, which is close to the mud-flood areas of Lapindo Enterprise.
Findings – The results show an improvement in test scores conducted over three cycles in class 3 ICP 1 and ICP 2. Additionally, students were enthusiastic about participating in the learning series. The research was concluded after cycle III as it was deemed effective. The strategy using disaster mitigation questions was effectively implemented in the science class (IPA) of ICP 1, contributing 56.9%, and in the religious class (akidah akhlak) of ICP 2, contributing 75.4%, enhancing student achievement, motivation, awareness, and readiness in disaster mitigation. The peaceful education strategy for disaster mitigation was more effectively applied in akidah akhlak classes. The validation criteria were sufficiently valid and proven effective for emergency madrasa students.
Research implications/limitations – This studys implications have proven to be practically useful in handling post-disaster emergency education in madrasa environments in Sidoarjo through the instillation of peaceful education in the learning process of science and Islamic Religious Education. However, this study has limitations regarding the level and number of madrasas studied.
Originality/value – The originality of this research is shown from the results of field findings in madrasa in Sidoarjo, with the validity value of the R&D Model Borg and Gall research method. Further research development can be done by expanding the types and levels of madrasas or schools in East Java