UIN (Universitas Islam Negeri) Sunan Kalijaga, Yogyakarta: E-Journal Fakultas Ilmu Tarbiyah Dan Keguruan
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Transformative Leadership in the Sustainable Development of Early Childhood Education Teachers in South Africa: A Systematic Literature Review
No full textPurpose – 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\u27 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 revie
Between Tradition and Digitalisation: Negotiated Mediation in Early Childhood Parenting Among Kiai Families in Sumenep Indonesia
No full textPurpose – This study investigates how Kiai families in Sumenep, Madura, mediate digital technology in early childhood parenting through value-based filtering grounded in Islamic traditions.Design/methods/approach – An ethnographic study with phenomenological sensitivity was conducted over four months. Data were collected through participatory observation of five kiai families and in-depth interviews with ten key informants (five kiai and five nyai). Thematic analysis was employed, involving open coding, axial coding, and interpretive synthesis to identify patterns of technology negotiation.Findings – Kiai families predominantly refused children\u27s ownership of personal digital devices, prioritising direct parent-child interaction and physical play. Technology access was filtered through religious considerations, with children exposed only to pre-selected Islamic content under strict parental supervision. However, enforcement remained inconsistent due to practical constraints, and indirect exposure through extended family networks produced observable behavioural changes, including adoption of digital expressions, reduced participation in religious routines, and shifts from active to passive play. Nyai reported greater stress in managing boundary violations, revealing gendered dimensions of mediation labour. Interpretations of problematic change were contested across kiai, nyai, and non-kiai informants.Research implications/limitations – This study demonstrates that resistance to digital parenting reflects value-based negotiation rather than technological illiteracy, challenging dominant digital parenting frameworks widely used in scholarship worldwide. By introducing negotiated mediation, the study extends parental mediation theory by foregrounding religious authority and culturally embedded conceptions of childhood as analytically significant. Limitations include the small sample size, cultural specificity of the pesantren context in Sumenep, the four-month observation period, and potential researcher bias. Findings may not be directly transferable to other religious or non-religious settings.Practical implications – Community-based digital parenting programmes should integrate religious perspectives and involve local religious leaders to increase acceptance. Educational interventions must balance digital literacy with the preservation of community values rather than imposing universal models. Originality/value – This study introduces negotiated mediation as an analytical framework explaining how religious authority shapes parental responses to digitalisation through dialectical processes between Islamic values and technological realities. It addresses a gap in the digital parenting literature by foregrounding perspectives from a religiously conservative community, thereby challenging urban-centric and secular assumptions in existing research.Paper type Research pape
From Insecurity to Agency: Professional Competency Development among Non-Formal Early Childhood Educators in Indonesia
No full textIn many non-formal early childhood education (ECE) contexts in Indonesia, especially in rural and community-based institutions, professional competency development remains an underexplored issue despite the prevalence of unqualified teaching staff. This study explores how non-formal early childhood educators without formal educational qualifications develop their professional competencies within the institutional setting of SPS Miftahul Jannah, Sleman, Yogyakarta. Employing a qualitative descriptive case study, data were collected through interviews, participatory observation, and document analysis, then analyzed thematically using Braun and Clarke’s framework. Five core themes emerged: initial professional insecurity as a catalyst for growth, skill transformation through structured training, professional community building via MGMP forums, contextual pedagogical innovations, and the role of mentorship in providing emotional and instructional support. These findings reveal that, despite lacking formal credentials, the educators demonstrated reflective, adaptive, and collaborative professionalism—enabled by sustained institutional support, peer learning, and intrinsic motivation. The study underscores the need to reframe early childhood professionalism to recognize practice-based knowledge and community-embedded expertise. It challenges prevailing assumptions that equate qualification solely with academic degrees and highlights how informal, experiential learning can foster legitimate professional growth. Although this research is limited by its single-site focus and reliance on self-reported data, it offers critical insight into non-traditional pathways of teacher development in under-resourced settings. The findings contribute to the broader discourse on equitable teacher development and call for hybrid certification models that integrate formal education with field-based experiences, thereby institutionalizing inclusive and practice-responsive approaches to professionalization in early childhood education
Early Reading Difficulties among Young Twins: A Survey Study on Phonological Challenges and Cryptophasia in East Kalimantan
No full textOne of the receptive language abilities that must be developed in early childhood before progressing to more advanced stages is the capacity for early reading. Language development in twins tends to be slower compared to that of children in general. Difficulties commonly observed include challenges in word pronunciation and verbal reading. Cryptophasia is a unique phenomenon in the language development of twins; crypto\u27\u27 means secret, and phasia\u27\u27 refers to a speech disorder. The purpose of this research is to collect data from a representative sample to draw broader conclusions about early reading abilities in twins. This survey-based study employs a quantitative methodology, focusing on 66 twins in Samarinda. Data were collected using a research instrument checklist comprising nine basic items. Each item is scored on a scale from zero to five. Survey results, with a maximum score of one, reveal the following average abilities: recognizing vowel letters (3.64); recognizing consonant letters (2.71); spelling consonant-vowel patterns (1.68); spelling open syllables V-C-V (1.70); spelling identical open syllables C-V-C-V (1.68); spelling varied open syllables C-V-C-V (1.67); spelling closed syllables C-V-C-V-C (1.59); spelling syllables with diphthongs (1.59); and spelling syllables with double consonants (1.47). The overall average early reading ability score among young twins is 1.85. The findings indicate that the reading ability of twins is lower than that of children in general. Strong vowel recognition and moderate consonant recognition serve as the foundation for reading development. However, the low ability to spell syllables highlights the need for targeted intervention, particularly due to the influence of cryptophasia. Although this study was conducted in Kalimantan Timur, it offers valuable insights into early reading abilities in twins. Future research is recommended to further explore twin language development in diverse contexts
Planning, Implementation, and Evaluation of Project-Based Learning for Early Childhood in Indonesia: A Descriptive Qualitative Study
No full textThis study aims to describe and critically analyze the planning, implementation, and evaluation of the Project-Based Learning (PjBL) model in Early Childhood Education (ECE), while also exploring the supporting and inhibiting factors and gathering strategic recommendations from teachers as frontline practitioners. Using a descriptive qualitative approach, data were collected through classroom observations, semi-structured interviews, and document analysis involving teachers from selected kindergartens implementing PjBL. The findings reveal that teachers generally understand PjBL as a project activity but struggle to differentiate it from conventional crafts or display projects. Their understanding of the pedagogical structure of PjBL remains limited, particularly regarding essential elements such as driving questions, inquiry-based exploration, and authentic assessment. Lesson plans are often based on available topics rather than emerging from children’s interests, and assessment strategies are rarely integrated from the beginning of the planning stage. Implementation tends to be teacher-directed, limiting children’s autonomy, problem-solving, and collaborative learning opportunities. However, children show increased enthusiasm and curiosity when given opportunities to explore, especially through outdoor and environmental projects. Supporting factors include institutional encouragement, parental involvement, and the use of culturally relevant contexts. Conversely, challenges such as time constraints, inadequate training, and limited resources hinder effective implementation. Teachers recommend continuous, practice-based training, collaborative and flexible lesson planning, integration of community resources, and development of assessment tools that evaluate creativity, communication, and collaboration. This study contributes to a better understanding of how PjBL can be meaningfully adapted in early childhood settings and provides practical insights for improving teacher professional development and curriculum design
Tanean Lanceng as an Indigenous Parenting System for Supporting Early Childhood Social Skill Development: A Qualitative Study
No full textIndigenous parenting systems remain underexplored in early childhood social development research, particularly within non-Western cultural contexts. Addressing this gap, this study examines how Tanean Lanceng, a traditional Madurese communal living system, functions as an indigenous parenting framework that supports social skill development in early childhood. Using a qualitative descriptive design, data were collected through semi-structured interviews with four early childhood teachers selected via purposive sampling from two early childhood education institutions in Bangkalan Regency, Indonesia. The data were analyzed thematically following Braun and Clarke’s six-phase approach. The findings are organized into four interrelated themes: communal interaction, which provides children with continuous opportunities to practice communication, cooperation, and emotional regulation; solidarity and mutual assistance, fostering prosocial behaviors such as helping, sharing, and group participation; politeness as moral socialization, strengthening children’s understanding of social norms and respectful behavior; and social adaptability, enabling children to adjust effectively to diverse social environments. Together, these themes demonstrate that Tanean Lanceng embeds social learning naturally within daily family life. This study contributes academically by extending culturally grounded perspectives in early childhood education and highlighting indigenous knowledge as a valuable resource for social development frameworks. Globally, the findings offer insights for multicultural and context-responsive early childhood practices beyond Western-centric models. However, the study is limited by its small sample size and localized context, suggesting the need for further research involving diverse communities and mixed-method approaches
Taṭbīq Ṭarīqah at-Targīb wa at-Tarhīb fī Taḥfiz al-Mufradāt al-‘Arabiyyah liṭullābi Ma‘ḥād ‘Ulumul Qur’ān Medan: The Application of Targhib and Tarhib Methods in Motivating Arabic Vocabulary Mastery among Students at the Ulumul Qur’an Institute, Medan
No full textVocabulary mastery (mufradat) is the main key in improving the Arabic language skills of students in Islamic boarding schools. However, many students face obstacles in memorizing and using mufradat consistently in daily activities. This study aims to apply the targhib method (praise, rewards, and simple gifts) and tarhib (light, educational punishment) in motivating female students at the Ulumul Qur\u27an Islamic Boarding School in Medan to become more skilled at mastering and using Arabic mufradat. The study used a descriptive qualitative approach with data collection techniques through interviews, observation, documentation, and vocabulary mastery tests to assess the extent to which students are able to memorize and apply mufradat. The results showed that the balanced application of the targhib and tarhib methods can significantly improve mufradat mastery. Students are more active in memorizing, confident in using mufradat in activities such as giving speeches, reading books, and daily communication. Supporting factors for success include teacher competence, the religious environment of the Islamic boarding school, and students\u27 internal motivation; while obstacles arise from limited study time and the inconsistency of the Islamic boarding school supervisor in the use of Arabic. This study confirms that the consistent implementation of targhib and tarhib is an effective strategy for improving Arabic vocabulary mastery and fostering learning motivation in Islamic boarding schools.
Keywords: Arabic, Islamic Boarding School, Tarhib, Targhib, Vocabular
Problem-based learning in Mastering Arabic Vocabulary in Modern Islamic Boarding Schools: Penerapan Problem Based Learning dalam Penguasaan Kosakata Bahasa Arab di Pondok Pesantren Modern
No full textThis study examines the role of the problem-based learning model in mastering mufradāt among 3 KMI at Islamic boarding schools. Using a descriptive qualitative approach, data were collected through classroom observations, interviews with teachers and language instructors, and a review of relevant documents. The results indicate that the implementation of PBL strengthened mastery of mufradāt through several indicators: an accurate understanding of word meanings, increased vocabulary use in oral responses, and a more consistent ability to construct sentences appropriate to the context. Changes in learning behaviour were also evident, such as more active participation, the ability to solve problems independently and in groups, and increased Confidence in speaking Arabic. The problem identification stage and the collaborative inquiry process were the most influential aspects. The context of language familiarisation, such as muhādarah and taʿbīr syafawī, enhanced the natural internalization of new words, forming a strong synergy with PBL. This research offers novelty by demonstrating the readiness of PBL to be integrated into the immersive learning culture of modern Islamic boarding schools, thereby making it an effective model for contextual mufradāt learning.
Keywords: Modern Islamic Boarding Schools, Mufradāt, Problem Based Learning, Qualitative Stud
From Policy to Pedagogy: Religious Moderation as a Counter-Radicalization Strategy in Islamic Education — A Systematic Literature Review
No full textPurpose – This study maps current evidence on religious moderation in Islamic Education in Indonesia to assess the effectiveness of policy, curriculum, pedagogy, and the institutional ecosystem—framed by Pancasila—as a counter-radicalization strategy and a shaper of inclusive character.
Design/methods/approach – Systematic Literature Review (SLR) grounded in Kitchenham & Charters. Scopus search (February 12, 2025) using TITLE-ABS-KEY("religious" AND "moderation"), period 2018–2025, document type article. 754 articles found; 127 filtered as relevant; 72 fully reviewed; 2 excluded (review-based); 70 analyzed through qualitative content analysis (mechanical and interpretive stages) following the PRISMA scheme.
Findings – Implementation of moderation is effective when wasathiyah values are integrated across subjects and practiced through dialogic methods (problem solving, inquiry, discussion), an integrative curriculum, and educator involvement. As a counter-radicalization strategy, effectiveness is supported by firm campus policies framed by Pancasila, the strengthening of national values (tawassuth, tawazun, i‘tidal, al-wathaniyah), and the role of madrasahs and universities as agents of social change. Key factors include school leadership, an inclusive curriculum, interfaith dialogue, and directed use of technology (Technological Pedagogical Content Knowledge [TPACK]). These findings sequentially answer RQ1–RQ4 (curriculum implementation; counter-radicalization strategies; contributions of empirical approaches; the role of higher education).
Research implications – Recommendations include the standardization of moderation competencies in the Islamic Religious Education (PAI)/higher-education curriculum; the design of dialogic pedagogy grounded in experiential learning and inclusive social projects; capacity building for educators and digital literacy (TPACK); and institutional policies that synergize mentoring, intra/extracurricular activities, anti-radicalization governance, and curation of the educational digital ecosystem
Peran Dongeng dalam Membangun Literasi Anak di Sekolah Dasar
No full textLiteracy is an essential basic skill for every individual to actively participate in modern society. The development of literacy encompasses not only reading and writing skills, but also comprehension, analysis, and critical thinking abilities. The aim of this research is to explain the role of storytelling in building children\u27s literacy in elementary school. This study uses a case study method, with a descriptive qualitative approach. Data collection techniques include observation, interviews, and documentation. Data analysis employs techniques of data reduction, data presentation, and drawing conclusions. The results of the study show that the application of storytelling in literacy learning at SD Genuksari 02 Semarang has a positive impact on improving children\u27s literacy. Storytelling not only increases students\u27 interest in reading but also helps them understand texts, enrich vocabulary, and enhance critical thinking and communication skills