Al Tahdzib: Jurnal Pendidikan Islam Anak Usia Dini

Analysis of the Success in Instilling Religious and Moral Values in Early Childhood

Rici Oktari — 2025-05-05

The shift in religious and moral values in early childhood is influenced by the development of technology, social media, and parenting patterns, which impact children's behaviour and character. This study examines the inculcation of religious and moral values in early childhood through school activities. The research uses a qualitative case study approach with data collection techniques including interviews, observations, and surveys. Data were processed through condensation, data presentation, and conclusion drawing. Data validity was ensured through source triangulation. The findings show an average score of 4.05, indicating the success of religious and moral value inculcation. Sitting while eating (5.00) was very good, while saying prayers before meals (3.40) and before entering the bathroom (3.00) still need reinforcement. Honesty (4.93), politeness (4.20), and social concern (3.65) were also significant. Children demonstrated good respect for parents (4.20), though misbehaviour was still low (3.40). Independence in hygiene (4.30), knowledge of religious holidays (4.45), and interfaith tolerance (4.40) were well achieved. Conclusion: The inculcation of religious and moral values in early childhood through school activities has proven successful. Children can apply values such as honesty, politeness, cleanliness, and tolerance in daily life, though some aspects still need improvement.

The Impact of Gadget Use on the Development of Early Childhood

Asmayawati Asmayawati — 2025-05-05

Digital devices support early childhood learning; however, excessive use may hinder social-emotional development, making supervision and wise use by parents and teachers crucial. This study aims to understand the positive and negative impacts of digital device use in learning on young children's social and emotional behavior. A correlational quantitative method was used by distributing survey instruments to 100 respondents. The results support four hypotheses about device use and children's social-emotional development. Excessive device use negatively affects social interaction skills (coefficient -0.45; P = 0.002) and emotional regulation (coefficient -0.50; P = 0.003). In contrast, supervised device use positively influences empathy and communication skills (coefficient 0.60; P = 0.000). Children guided by parents or teachers show better social-emotional development than those without supervision (coefficient 0.55; P = 0.000). All hypotheses are supported, emphasizing the importance of supervised device use.

Teachers' Strategies in Instilling Tolerance in Early Childhood

Cut Salfitri Ria — 2025-05-05

Early childhood education is crucial for instilling empathy, tolerance, and social values through creative methods, while Aceh Flexi School addresses inclusion challenges with teacher strategies and training to foster harmony. This study examines teachers’ strategies in fostering tolerance and the challenges faced in the learning environment. Using a qualitative case study, it explores teachers’ methods through interviews, observations, and documentation, validated by source and method triangulation. Results show teachers use adaptive, contextual, and experiential approaches, introducing diversity via stories, play, and cooperation. Strategies are tailored to children’s character, emphasizing healthy social interaction and positive emotions. Teachers model inclusivity and fairness, supported by the learning environment and parental involvement. Challenges include external influences, child conflicts, and limited facilities and training. Children need time to adjust. Teachers overcome obstacles through restorative approaches, experiential learning, and emotional support. The synergy among school, children, and community strengthens tolerance practices despite limited resources. In conclusion, fostering tolerance in children requires adaptive approaches, direct experience, and environmental support, with active roles from teachers, parents, and the community to overcome challenges and build inclusive character.

Submission November 27, 2024

Revised January 19, 2025

Accepted April 17, 2025

Publish 05 May, 2025

Teacher Strategies in the Inclusive Learning Process for Early Childhood

Shinta Delfianti — 2025-05-05

Inclusive early childhood education (ECE) is essential for children's character, spiritual, and cognitive development. Its success relies on teachers, instructional strategies, collaboration, and professional training that support non-discriminatory educational practices. This study analyses the inclusive teaching strategies used by ECE teachers at Aceh Flexi School in Banda Aceh. It develops a flexible and responsive learning model based on previous findings for inclusive education. The study employs a qualitative case study approach with purposive sampling. Data were collected through observation, interviews, and documentation, and analysed descriptively through data condensation, presentation, and conclusion drawing. The findings reveal that teachers' strategies in inclusive learning at Aceh Flexi School include planning based on initial assessments, developing Individualised Learning Programs (ILPs), and using concrete media and flexible methods tailored to children's needs. Teachers apply individualised and multisensory approaches during implementation to ensure all children's engagement. Evaluation is conducted contextually, focusing on each child’s learning process and developmental progress. Strong collaboration between teachers, therapists, and parents is a core strength. Despite challenges such as varying student abilities and limited parental awareness, holistic and communicative strategies make inclusive education more effective and meaningful. Conclusion: Inclusive ECE strategies require active teacher involvement in adaptive, collaborative, and contextual planning, implementation, and evaluation to meet individual learners’ needs.

The Impact of Educational Puzzle Games on the Cognitive Development of Children

Ahmad Aliyudin — 2025-05-05

Educational games play a vital role in supporting early childhood cognitive development through activities that stimulate motor skills, creativity, language, and logic while enhancing concentration, imagination, and learning engagement. This study aims to identify the differences in children's cognitive abilities before and after receiving an intervention through puzzle play as a learning stimulus. The research employed a quantitative approach with a one-group pretest-posttest design, involving 12 early childhood education students as the total sample. Data were collected through observation and analyzed using a Paired Sample t-Test. The analysis showed a significant difference between pre- and post-test scores, with a t-value of -10.721 and a significance level of 0.000, lower than 0.05. This indicates that puzzle play has a statistically significant positive effect on children's cognitive development. The mean difference of -5.333 suggests improvement after the intervention. Puzzle activities train logical thinking, instruction comprehension, and problem-solving skills. The teacher's role is essential in guiding the process. Conclusion: Puzzle play effectively enhances early childhood cognitive development by significantly improving concentration, logic, independence, and problem-solving in an enjoyable learning environment.