Atfaluna: Journal of Islamic Early Childhood Education <p><span style="text-align: justify;">Atfaluna: Journal of Islamic Early Childhood Education is a national journal </span><strong style="text-align: justify;">dedicated</strong><span style="text-align: justify;"> to interchange the result of high-quality research in all aspects of early childhood education. The journal welcomes all the fundamental theories, experiments, and simulations, application of a systemic proposed method, sufficient review of previous works, expanded discussion, and brief connection.<br><br></span><span style="text-align: justify;">The journal </span><strong style="text-align: justify;">is published</strong><span style="text-align: justify;"> by the Department of Islamic Early Childhood Education of the Faculty of Tarbiyah and Teacher Training, State Institute for Islamic Studies Langsa. It is twice a year, in June and December. As your commitment to the advancement in early childhood education, the journal invites scholars, lecturers, activists, and all interested terms who love early childhood education issues.</span></p> <p>&nbsp;</p> en-US <p>Authors who publish with this journal agree to the following terms:</p> <ul> <li>Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.</li> <li>Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.</li> <li>Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work</li> </ul> (Syarfina) (-) Sun, 31 Dec 2023 23:29:35 +0700 OJS 60 Paternal involvement: The central role of fathers in managing children’s emotions <p>Emotional development in early childhood plays a vital role in forming the basis of psychological well-being. Father involvement is one of the main factors in the family to manage children emotions. This study aims to determine the central role of fathers in managing early childhood emotions. The research method used in the study was a qualitative case study design. The research subjects involved four fathers who have early childhood. Data was collected through interviews and observation. The results show that the father's involvement is not only limited to the physical aspect but also has a solid contribution to the emotional aspect of the child. It can be concluded that emotional management in early childhood requires holistic attention from fathers. The four fathers had different views and strategies. Some values often emerged as the main focus, including open communication, empathy, combining skills with emotional gentleness, and providing emotional support. The implications can serve as a foundation for fathers' parenting in early childhood and can be enriched to include understanding and emphasizing fathers' involvement in early childhood emotional development. It can guide ECE educators to integrate fathers in learning activities, opening insights on strategies for managing early childhood emotions and the values fathers apply in managing children's emotions.</p> Annisa Purwani, Iis Uswatun Hasanah Copyright (c) 2023 Annisa Purwani, Iis Uswatun Hasanah Sun, 31 Dec 2023 19:57:28 +0700 Development of "hand magic" educational media to introduce the concept of numbers for young learners <p>Introducing the concept of numbers is important from an early age because it is the basis of mathematics, which consists of counting, mentioning objects with numbers, connecting objects with numbers, comparing, recognizing, and writing numbers. This research aims to develop educational game tools to introduce the concept of numbers in children aged 4-5 years. This type of research and development (R&amp;D) uses the 4-D development model, which consists of defining, designing, developing, and disseminating. Data was collected by using observation and questionnaires. Data were analyzed from the results of questionnaires distributed to expert validators to assess the media developed, as well as the results of observations of children's number concept abilities during the field test. The results showed that the educational media developed and named "hand magic" had very feasible criteria for use with the acquisition of a media design validation score of 3.8%, early childhood expert validation of 3.9%, and validation from early childhood teachers of 3.9%. The results of trial observations for small groups were 44% with Developing as Expected (DE) criteria, 56% with Developing Very Well (DW) criteria, and for large groups obtained a value of 18.6% with Starting to Develop (SD) criteria, 47.9% with DE criteria, and 29.3% with DW criteria. Therefore, hand magic media has contributed to helping young learner teachers introduce number concepts in early childhood. More research topics are suggested, along with some challenges of utilizing a play method with the hand magic educational game in the classroom.</p> Nuraina Nuraina, Dwhy Dinda Sari, Yusra Yusra, Aina Yasmin Copyright (c) 2023 Nuraina Nuraina, Dwhy Dinda Sari, Yusra Yusra Sun, 31 Dec 2023 20:00:14 +0700 Maternal aggression and child temperament in families with ARFID children in Indonesia <p>Aggressive behavior in parenting is a crucial factor for the temperament of children. This study evaluated the relationship between the mother's aggressive behaviors and her children's temperament. The research design applied a cross-sectional survey by using multistage sampling. Two hundred forty-five participants joined this study by responding to a questionnaire. Good aggressive behaviors from caregivers to protect children against physical and psychological harm and danger were observed in mothers aged 26-35 (89.9%) and well-educated mothers (96.8%). The data showed that 4.54 (± 0.912) mothers protect their children from unhealthy foods. The temperament of children was not related to age (p-value = 0.372), mothers' educational background (p = 0.824), and mothers' job status (p = 0.705). Family income had no relation with the child's temperament (p-value = 0.253). There was no relationship between mothers' aggressive behaviors and the temperament of children in avoidant restrictive food intake disorder (ARFID) child cases. The number of children and the aggressive behavior from the mother affected the child's temperament. This study contributes insight into the interplay between a mother's aggressive behaviors and her children's temperament. Subsequent research could delve deeper into specific factors influencing children's temperament in the ARFID case.</p> Yoyok Bekti Prasetyo, Fitri Wahyuni, Nursalam Nursalam, Rachmat Hargono, Ahsan Ahsan, Nur Melliza Copyright (c) 2023 Yoyok Bekti Prasetyo, Fitri Wahyuni, Nursalam Nursalam, Rachmat Hargono, Ahsan Ahsan, Nur Melliza Sun, 31 Dec 2023 20:01:21 +0700 Phases of human development: Comparing Western and Islamic theories and the implication in Islamic education <p>The physical, cognitive, and socio-emotional development determine every aspect of human life, including education. Providing appropriate education for children is determined by the child's developmental stage. The current study aims to describe the stages of human development according to Western and Islamic concepts and their implications in Islamic education. To ensure a comprehensive investment in human beings, attention to religious education and introducing religious instruction from the prenatal stage is deemed necessary, as this period forms the foundation for further development. The research methodology employed in this study is a Systematic Literature Review (SLR). After reviewing various literature sources, the researchers selected several references that were relevant to the topic. The study's results indicate that the prenatal phase in Islamic psychology is more extended than Western psychology's. The tamyiz and amrad phases, viewed in Islamic psychology as preparations for entering adulthood, correspond to the Western psychological perspective of puberty. The futuh phase, or the phase of wisdom in Islamic psychology, occurs when a person ages 40, whereas Western psychology labels this as the adult phase. The phase of the Hereafter is considered crucial in Islamic psychology, while Western psychology lacks an afterlife phase. Consequently, Muslims undergo lifelong education from early birth to death. In conclusion, every phase of human life must be educated according to the level of maturity, starting from prenatal, infant, early childhood, school age, adolescent, young adult, mature adult, to late adult.</p> Salami Mahmud, Nurul Fajri Ulfah, Syiva Fitria, Fatmawati Fadli Copyright (c) 2023 Salami Mahmud, Nurul Fajri Ulfah, Syiva Fitria, Fatmawati Fadli Sun, 31 Dec 2023 00:00:00 +0700 Exploring the efficacy of game-based learning models in enhancing children's gross motor skills <p>Stimulating children's gross motor development requires exciting and fun activities. However, the learning model of playing while learning still needs innovation in child development. This study aims to identify the use of game-based learning based on its syntax in the learning process of jumping movements to optimize gross motor in children aged 5-6 years. This research uses a qualitative approach with descriptive methods. The research subject is a teacher who teaches children aged 5-6 in Aulia Islamic Kindergarten, Surabaya. Data collection techniques using observation. The indicators are jumped using both feet and coordination by observing jumping according to the footing picture. The data analysis technique used data reduction, presentation, and verification. The results showed that the teacher's teaching model was almost based on game-based learning syntax. There is one syntax that the teacher does not apply because it does not follow children's learning principles. Children also looked excited, happy, and able to jump. Therefore, the game-based learning model is suitable for early childhood institutions because children can stimulate gross motor skills in jumping exercises, stimulating meaningful learning. Subsequent research could investigate the long-term effects of diverse game-based learning models on retaining children's gross motor skills across different age groups and abilities.</p> Sri Widayati, Melia Dwi Widayanti, Anastasia Wardah Aulia Copyright (c) 2023 Sri Widayati, Melia Dwi Widayanti, Anastasia Wardah Aulia Sun, 31 Dec 2023 00:00:00 +0700 Analysis of the implementation of the Merdeka curriculum with Pancasila-profiled learners in early childhood education <p><em>Merdeka </em>curriculum is interpreted as a learning design that provides learning opportunities for children to learn with freedom and creative thinking, creating a generation of lifelong learners following the values of <em>Pancasila</em>. This research aims to analyze the implementation of the <em>Merdeka </em>curriculum with <em>Pancasila</em>-profiled learners in early childhood education. This research uses a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) with three steps: planning, conducting, and reporting the review. The procedure through stages is the development of a review protocol, definition of inclusion and exclusion criteria, literature search in predetermined databases, critical appraisal, data extraction, and information synthesis. The result shows that implementing the <em>Merdeka</em> curriculum with the <em>Pancasila</em> student profiled in early childhood education is carried out in intra-curricular, extra-curricular, and school culture learning, starting with understanding the <em>Merdeka</em>&nbsp;curriculum and learning outcomes. Future research might delve deeper into assessing the holistic impact of the <em>Merdeka </em>Curriculum's <em>Pancasila</em>-student profiling on various aspects of early childhood development beyond values integration, such as cognitive, social, and emotional growth.</p> Veryawan Veryawan, Rabitah Hanum Hasibuan, Anisaturrahmi Anisaturrahmi, Rosmiati Rosmiati, Dewi Fitriani, Abdul Hafiz, Rahma Rahma Copyright (c) 2023 Veryawan Veryawan, Rabitah Hanum Hasibuan, Anisaturrahmi Anisaturrahmi, Rosmiati Rosmiati, Dewi Fitriani, Abdul Hafiz, Rahma Rahma Sun, 31 Dec 2023 00:00:00 +0700