UIN (Universitas Islam Negeri) Sunan Kalijaga, Yogyakarta: E-Journal Fakultas Ilmu Tarbiyah Dan Keguruan
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Enhancing Life Science Skills in Early Childhood Through Culturally Relevant Project-Based Learning: A Quasi-Experimental Study
No full textProject-Based Learning (PJBL) has gained recognition as an effective pedagogical approach for fostering active learning, scientific literacy, and problem-solving skills in early childhood education. However, empirical studies on its application in culturally relevant contexts remain limited. This study examines the effectiveness of PJBL in developing life science skills among children aged 5–6 years through the "Pisang Goreng" (fried banana) experiment, a hands-on learning activity grounded in local culture. A quasi-experimental one-group pretest-posttest design was employed, involving 15 purposively selected kindergarten students. The intervention included planting, harvesting, and processing bananas, enabling children to engage with biological processes through experiential learning. Data were collected using observation scales, portfolio evaluations, and performance-based assessments. A paired-sample t-test revealed a statistically significant improvement in children\u27s cognitive, problem-solving, and critical thinking abilities, with a substantial effect size (Cohen’s d = 1.25). These findings suggest that PJBL enhances life science skills by integrating culturally meaningful experiences into early childhood education. Despite its contributions, the study is limited by its small sample size and single-site implementation, restricting the generalizability of results. Future research should explore PJBL’s effectiveness across diverse educational settings and its applicability to broader STEM domains, employing larger samples and longitudinal designs to strengthen the empirical foundation for scalable, culturally adaptive PJBL frameworks in early childhood science education. This study underscores the importance of experiential, inquiry-based learning in fostering scientific literacy and critical thinking among young learners
Assessing the Quality of Islamic Early Childhood Education: Evidence from Raudhatul Athfal’s Compliance with National Standards in Bandung
No full textThe quality assurance of early childhood education in Islamic institutions such as Raudhatul Athfal (RA) has received limited empirical attention, particularly regarding the extent to which they fulfill the National Standards for Early Childhood Education. This study seeks to fill this gap by evaluating the learning quality of RA institutions in Baleendah District. Using a descriptive quantitative approach, data were collected from 50 RA educators through a validated and reliable Likert-scale questionnaire measuring eight dimensions of the national standards. Descriptive statistical analysis was employed to calculate the percentage of achievement for each dimension. The findings indicate that overall learning quality in RA has met national standards, with notable strengths in exploration-based learning, collaborative pedagogy, and parental involvement. However, challenges remain in cognitive stimulation, the pedagogical competence of educators, and the adequacy of exploratory and extracurricular facilities. Limited funding emerged as a key barrier, constraining infrastructure development and teacher professional growth. Beyond its national relevance, this study contributes to the broader global scholarship on early childhood education by demonstrating how faith-based institutions operationalize educational quality within diverse cultural and moral frameworks. The findings enrich international understanding of how holistic and value-oriented learning can coexist with standardized educational benchmarks. This study introduces a perspective of contextualized quality, emphasizing that true educational excellence is achieved when pedagogical competence, moral education, and local wisdom are integrated into a coherent framework. Practically, it provides policy insights for strengthening teacher capacity, improving learning environments, and promoting collaborative engagement among stakeholders. Future studies are encouraged to adopt mixed-method and comparative approaches to deepen cross-cultural insights into the dynamics of early childhood education quality in Islamic contexts
Enhancing Arabic Language Proficiency through Nested Curriculum Integration: A Qualitative Case Study at Diniyyah Puteri Padang Panjang, Indonesia
No full textPurpose – The limited time allocated for Arabic language instruction within the Ministry of Religious Affairs curriculum encouraged Diniyyah Puteri Padang Panjang to implement curriculum integration to enhance students’ Arabic proficiency. This study aims to explain the implementation of the integration between the 2019 Ministerial Decree Curriculum (KMA) and the Diniyyah Arabic Center (DAC) Curriculum.
Design/methods/approach – This study employs a qualitative approach with a case study method. Data were collected through classroom observations, in-depth interviews with four Arabic teachers, the principal, and the head of DAC, as well as documentation techniques. Data analysis was conducted through data collection, condensation, presentation, and conclusion drawing.
Findings – The findings reveal that the curriculum integration at Diniyyah Puteri adopts a Nested Curriculum model characterized by: (1) Integrated learning objectives, including Arabic language skills and linguistic elements; (2) Learning materials that include both the official Ministry textbooks and supplementary resources such as Arabic camp programs, vocabulary enhancement, and muhadatsah mastery; (3) Time allocation combining two hours of formal instruction with non-formal learning within school and dormitory settings; (4) Learning activities that span classroom, dormitory, and school environment practices. The integration model contributes significantly to improved speaking and reading skills, as evidenced by students\u27 increased interaction with native speakers and their readiness for further studies in the Middle East.
Research implications – Despite these advancements, the integration model faces challenges related to the lack of a structured instructional system, indicating the need for systematic development in curriculum design and implementation frameworks
Implementation of the Merdeka Curriculum in Islamic Religious Education and Character Education: A Multisite Study at SMA Negeri 1 and 2 Sibolga
No full textPurpose – This study aims to examine the implementation of the Merdeka Curriculum in the subject of Islamic Religious Education (PAI) and Character Education at SMA Negeri 1 and SMA Negeri 2 Sibolga, focusing on the aspects of planning, implementation, and evaluation. It addresses the need for empirical evidence regarding the application of character-based curriculum practices in non-metropolitan areas, particularly within the context of contextual and transformative religious education.
Design/methods/approach – Employing a qualitative descriptive approach and a multisite study design, this research involves participatory observation, in-depth interviews, and curriculum document analysis. Data were analyzed through a cross-site thematic approach to uncover convergent and divergent patterns in the implementation of the Merdeka Curriculum, including differentiated learning strategies and the application of project-based learning (P5).
Findings – SMA Negeri 1 implemented a gradual approach through structured training, while SMA Negeri 2 adopted a more responsive model through independent teacher exploration and collective reflection. Teacher readiness, digital infrastructure, participatory leadership, and active student engagement emerged as key factors. Project-based learning and formative assessment enhanced student engagement and comprehension. Challenges included disparities in teacher understanding and low student learning autonomy.
Research implications – The findings provide strategic guidance for schools to develop adaptive and participatory implementation of the Merdeka Curriculum through reflective training, technology integration, and learning approaches that are responsive to student needs
Islamic Guidance and Counseling Practices for Strengthening Student Adjustment: A Multisite Study in Urban Modern Pesantren of Medan
No full textPurpose – This study aims to examine in depth the application of Islamic counseling services in strengthening students’ self-adjustment at three Islamic senior high schools (madrasah aliyah) affiliated with modern pesantren in Medan City—MA Darul Hikmah, MA Al-Kausar Al-Akbar, and MA Ta’dib Al-Syakirin. The research focus is directed toward addressing the empirical gap concerning the effectiveness of Islamic counseling services within an urban and boarding school-based context.
Design/methods/approach – Employing a qualitative approach with a multisite study design, data were collected through participatory observation, in-depth interviews, and document analysis. Informants consisted of school principals, counseling teachers, students, and parents. Data analysis was conducted thematically and across sites using the Miles, Huberman, and Saldana model.
Findings – Islamic counseling services play a strategic role in strengthening students’ self-adjustment across three dimensions: social, emotional, and spiritual. The three pesantren adopt different approaches—spiritual-integrative, dialogical-reflective, and assertive-symbolic—yet share aligned objectives. The types of services include orientation, information, individual/group counseling, spiritual reinforcement, as well as evaluation and referral. Success is highly influenced by students’ personal readiness and institutional support. However, the effectiveness of these services has not yet been measured using quantitative evaluative instruments, resulting in outcome assessments that remain descriptive.
Research implications – Practical implications include the need to formalize the structure of counseling services in pesantren, provide data-driven training for counseling teachers, strengthen the role of musyrif as informal mentors, and promote intensive collaboration with parents. This model is relevant for implementation in similar Islamic educational institutions to holistically strengthen students’ character
Teorema Titik Tetap Kannan Pada Ruang Modular-2
No full textKannan\u27s fixed point theorem, constructed initially on metric spaces, has been developed for several abstract spaces. This research will study Kannan\u27s fixed point theorem on 2-modular spaces. 
Contextual and Project-Based Learning in IPAS Instruction within the Merdeka Curriculum: A Case Study at MI Al-Azhar Muara Pinang
No full textThis study explores the implementation of the Merdeka Curriculum in the teaching of IPAS (Integrated Natural and Social Sciences) for fifth-grade students at MI Al-Azhar Muara Pinang. Employing a qualitative case study approach, data were gathered through participatory observation, semi-structured interviews, documentation, and literature review over a four-week period. Thirty students and one class teacher participated in the study. Findings reveal that the integration of project-based activities, such as the photosynthesis experiment, successfully fostered students’ scientific curiosity, collaborative skills, and conceptual understanding. These activities aligned with constructivist and experiential learning principles, allowing students to internalize knowledge through direct engagement. Nevertheless, challenges remain, particularly regarding teacher reliance on conventional lecture-based methods and limited media design skills. To address these issues, the study recommends leveraging digital resources, such as educational videos, to enhance learning engagement and support teachers in delivering interactive content. The study highlights the practical benefits of the Merdeka Curriculum in reducing teacher workload and enhancing student motivation, while also emphasizing the need for continuous professional development to optimize curriculum implementation. Limitations include the study\u27s restricted geographic scope and reliance on qualitative data. Future research should consider comparative studies across multiple schools and incorporate mixed methods to deepen the analysis of learning outcomes
Forming Religious Character Through Habit: Inclusive Islamic Education for Students with Special Needs in a Special School Context
No full textThis study investigates the implementation of Islamic Religious Education (PAI) for students with special needs at SLB Sinar Harapan 2 Probolinggo, focusing on teaching methods, instructional strategies, challenges, and the impact on character development. Employing a qualitative case study approach, the research involved fifteen purposively selected participants, including teachers, administrators, and parents, with data gathered through classroom observations, semi-structured interviews, and institutional document analysis. Findings indicate that adaptive and multisensory teaching methods—such as visual aids, sign language, tactile media, and structured religious routines—were integral in supporting student engagement and understanding. Teachers utilized routine-based strategies, collaborative family involvement, and differentiated instruction aligned with Individualized Education Programs (IEPs). Despite challenges including limited instructional time, communication barriers, and inadequate resources, the study found that PAI learning contributed positively to students’ religious behavior, independence, empathy, and participation in communal rituals. Additionally, parental engagement increased during religious events, reinforcing school-based learning at home. These results highlight the potential of inclusive religious education to foster moral and spiritual development among students with diverse disabilities. The study underscores the importance of teacher adaptability, institutional support, and culturally grounded pedagogy in advancing inclusive Islamic education. Limitations include the single-school focus and lack of direct student voice. Future research should explore broader contexts, assess long-term outcomes, and incorporate student perspectives. The findings offer practical implications for educators, policymakers, and curriculum designers committed to equitable religious education for all learners
Fulfillment of Nutrition with Monitoring Children\u27s Growth and Development in Efforts to Prevent Stunting in Early Age Children
No full textNutrition is an important factor in supporting the growth and development of early childhood. Good health will help optimize children\u27s growth and development. This research aims to determine nutritional requirements and monitor children\u27s growth and development at Darussalam Kindergarten, Yogyakarta. The method used in this research is descriptive qualitative. The sources of information in this research are teachers, school principals and children. Data collection techniques include observation, interviews and documentation. Data analysis techniques by reducing, presenting and drawing conclusions. The research results obtained show that Darussalam Kindergarten Yogyakarta has implemented various efforts to prevent stunting through a program to fulfill nutritional needs and monitor child growth and development. The program includes daily, monthly, and annual nutritional activities, as well as monitoring of Early Detection of Growth and Development (DDTK) carried out together with parents and the Health Center. In addition, health interventions such as deworming, vitamins, immunizations, and periodic weight and height measurements are also provided. The program has proven effective in preventing stunting. through programs that are implemented in a structured manner and involve various parties, especially parents and health workers, showing a holistic approach and potentially effective in preventing stunting. The active involvement of parents strengthens the continuity of monitoring child nutrition both at school and at home. The collaborative model implemented by Darussalam Kindergarten can be used as a reference for other early childhood education institutions in efforts to prevent stunting early and sustainably
Instilling The Character of Nationality Through Pancasila Strengthening Model in Early Childhood
No full textPlanting character love of the motherland since early is step strategic in to form generation thathas nationalism and love towards Indonesia. In children age early on, the values of Pancasila can appliedthrough a simple approach however impressive, like activity play, stories, and interactions social.Problems regarding the decline attitude nationalism no can left alone so only. Furthermore, earlychildhood education is considered only for read and write just whereas important apply child - centeredand learning projects while playing outside a class that fosters Pancasila values since age early throughinterest child. So from that, this research use methodology qualitative type studies case with techniquedata collection in the form of observation, interviews, and documentation that describes how to plantlove of the motherland and nationality through the pancasila strengthening model for children age early.This research utilise method Miles and Huberman\u27s interactive data model analysis in the form of datacollection, data reduction, data presentation, description, and conclusion. Results of the study put intopractice as a model for strengthening Pancasila in children age early, especially character Love of themotherland and nationality