Seulanga is a scientific journal that publishes scientific articles related to the world of education in general and early childhood education. Seulanga has been published since 2020 and is published twice a year, namely in June and December. Seulanga is published by the Department of Early Childhood Islamic Education, IAIN Lhokseumawe. <img src="[binary]
“Seek Knowledge from the Cradle to the Grave”: Islamic Educational Philosophy as a Driver for Community-Based Early Childhood Education
Despite growing recognition of early childhood education’s (ECE) importance, rural communities in post-conflict settings often lack access to quality ECE services. This study examines how Islamic educational philosophy inspired and sustained a community-driven ECE initiative in rural North Aceh, Indonesia, following decades of conflict and natural disaster. This research investigated the sources of inspiration that motivated a rural Muslim community to establish and operate a community-based early childhood education centre, with particular focus on how religious values catalysed collective action for educational development. An ethnographic case study approach was employed in Gampong Blang, North Aceh, involving observations, interviews, and document analysis with 27 participants including community members, village stakeholders, and educators. Data were analysed through Al-Attas’ concepts of ta’dib (ethical education) and adab (proper conduct reflecting social consciousness). The Islamic principle “seek knowledge from the cradle to the grave” served as a powerful catalyst for community mobilisation, inspiring villagers to transform their traditional meunasah (Islamic community centre) into a modern ECE facility. Al-Attas’ educational philosophy, emphasising the balance between ilmu (knowledge) and adab (moral character), resonated with local aspirations for holistic child development. The community successfully integrated religious values with contemporary educational practices, creating culturally responsive pedagogy that honoured both Islamic teachings and local traditions. This study demonstrates how religious educational philosophy can effectively motivate grassroots educational initiatives in Muslim communities. The findings suggest that ECE development in Islamic contexts benefits from approaches that integrate spiritual and academic learning, challenging purely secular early childhood education models. The research offers insights for developing culturally responsive ECE programs that respect local values while meeting contemporary educational standards.
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Teaching English for Young Learners (TEYL) in Indonesia: Policies, Implementations, and Future Directions
The teaching of English For Young Learners (TEYL) in Indonesia has become increasingly prominent in response to globalization and the growing need for English proficiency in academic and professional spheres. Despite this rising demand, the implementation of English education at the early childhood and primary school level encounters significant challenges. These include inconsistent educational policies, a lack of adequately trained teachers, and insufficient teaching and learning resources. This study investigates the current landscape of English language education for young learners in Indonesia by examining national education policies and classroom practices. The research identifies key issues such as the incongruent of a standardized curriculum, minimal pre-service and in-service teacher training specific to TEYL, and disparities in access to quality English instructions and materials between urban and rural schools. Therefore, this current study proposes a strategic roadmap aimed at enhancing the quality and effectiveness of TEYL in Indonesia. These include policy reforms, targeted teacher development programs, curriculum enhancements, and improved resource allocation. The findings are intended to inform policymakers, educational institutions, and practitioners in developing a sustainable roadmap for TEYL in Indonesia.
The Utilization of Gadgets in Arabic Language Learning for Early Childhood through a Fun-Based Learning Approach
This study explores how gadgets can enhance Arabic learning through a fun-based learning approach at TK Az-Zalfa Mandailing Natal. This study employed a descriptive qualitative method, data were collected through participatory observation, semi-structured interviews with teachers and the school principal, and documentation of classroom activities, involving three teachers, one principal, and nine children aged 5–6 years. Data analysis was conducted through data reduction, thematic categorization, and triangulation. The findings showed that the utilization of gadgets has been effectively integrated into learning sessions using applications such as Marbel Bahasa Arab, Memrise, and YouTube Kids, which supported vocabulary acquisition, listening practice, and verbal participation while fostering contextualized and enjoyable learning experiences. Other results also showed high attention focus (M = 4.2), fairly high verbal participation (M = 3.8), very high play enthusiasm (M= 4.6), and moderate independence in gadget use (M = 3.5). This study contributes to the literature on foreign language learning in early childhood by emphasizing the potential of fun-based digital strategies in Islamic education, highlighting the critical role of teachers as facilitators in balancing technology use with developmental needs, and providing practical implications for educators and curriculum developers in designing innovative, adaptive, and inclusive Arabic learning models.
An Analysis of Teachers’ Teaching Strategies in Introducing Color and Shape Concepts to Children at Raudhatul Athfal Ibnu Rusyid
This study aims to describe implementation of teaching strategies by teachers in introducing the concepts of colors and shapes at RA (Raudhatul Athfal) Ibnu Rusyid, Bandung Regency. The research highlights the importance of early childhood education as a golden period of child development, where appropriate stimulation significantly influences cognitive, song, motor, and character development. Teachers as the main facilitators in early childhood education institutions are required to be able to apply learning strategies that are effective, fun and in accordance with the characteristics of children, especially in introducing basic concepts such as colors and shapes. The study employs a qualitative descriptive method with teachers at RA Ibnu Rushid as the subject. Data were collected through observations and interviews. The results indicate that the teachers applied various learning strategies, including expository, contextual, and problem-based approaches. Teachers provide concrete learning media such as color cards, blocks, and everyday objects to facilitate children's understanding of color and shape concepts. Additionally, learning activities involve playing, singing, and hard-on practice that actively engage children in the learning process. The conclusion of this study is that effective teaching strategies combined with appropriate media use are highly effective in introducing color and shape concepts to early childhood learners. This research contributes to the development of early childhood education learning strategies and serves as a reference for educators in designing enjoyable and meaningful learning experiences for children.
Rewards in Early Childhood Classroom: Short-Term Gains, Long-Term Costs?
The use of rewards as a motivational strategy has long been applied in education, but its effectiveness and impact on children's intrinsic motivation are still crucial debates. Therefore, this study aims to analyze the meaning of rewards in increasing early childhood learning motivation in Islamic Kindergartens, and to understand its implications for educational practices Initial observations at TK Anak Islam indicate the existence of diverse reward-giving practices, but an in-depth understanding of children's perceptions and the effectiveness of rewards in triggering sustainable motivation is still limited. The method used in this study was qualitative-descriptive, with the aim of understanding how rewards are interpreted and how they influence learning motivation in early childhood. The study was conducted at TK Anak Islam, which implements a reward-based learning system to increase learning motivation in early childhood. The results of the study identified four main types of rewards: material (stickers, stationery), social (verbal praise, applause), activity/privilege (opportunity to choose, additional playtime), and symbolic (achievement cards, star boards). Verbal praise is the form most often used and considered effective by teachers.Research recommendations emphasize the importance of reward variation, consistency, timely delivery, and a focus on the child's effort process in reward-giving strategies.
Early Childhood Creativity Through Loose Parts Learning Media: Evidences from Muslimat NU Matesih Playgroup
The lack of a comfortable playing space and freedom to explore hinders children's creativity, thus, it is crucial to have the proper learning media to support creativity development in early childhood. This study aims to enhance early childhood creativity through the implementation of loose parts learning media at Muslimat NU Matesih Playgroup. Loose parts are open-ended materials that can be arranged, assembled, combined, or separated freely and flexibly according to the child's imagination. The research employed Classroom Action Research (CAR) conducted collaboratively between the researcher and classroom teachers over several learning cycles. The results indicate that the use of loose parts, such as leaves, twigs, stones, and other natural materials, strongly stimulates children's imagination and expression. A joyful and participative learning atmosphere further supports the development of creativity, as reflected in children's ability to create unique and original works. By providing opportunities for free exploration and using easily accessible materials, children are trained from an early age to think creatively, independently, and innovatively.