Efforts to Develop Children's Social-Emotional Skills at Bakti Kayu Kunyit Islamic Kindergarten
Keywords:
Social-Emotional Learning, Islamic Early Childhood Education, Teacher Scaffolding
Abstract
This qualitative case study investigates the effectiveness of Islamic value-based interventions in developing social-emotional competencies among children aged 4–6 years at TK Islam Bakti Kayu Kunyit. Data were collected over three months through classroom observations, semi-structured interviews with teachers and parents, and analysis of behavioral documentation. Thematic analysis revealed significant improvements in children's emotional regulation (40–50% increase) and prosocial behaviors (104–219% increase). Daily Islamic routines, prophetic storytelling, and structured play-based activities provided a culturally resonant framework for scaffolding empathy, self-regulation, and conflict resolution. Teacher modeling and intentional emotional scaffolding emerged as pivotal mechanisms of change, while consistent parent-school collaboration further amplified positive outcomes. However, variability in pedagogical execution and moderate family engagement highlighted challenges related to teacher training and structural support. The study demonstrates that integrating Islamic moral education with evidence-based social-emotional learning strategies effectively addresses developmental gaps in early childhood. These findings offer a replicable, faith-integrated pedagogical model for educators seeking to nurture both psychological well-being and character formation during the critical golden period, while emphasizing the need for sustained professional development and flexible family partnership frameworks to optimize implementation.
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Agustina, A. N., Yuliastuti, R. A., Safitri, D., Syafruddin, S., & Alfiyanto, A. (2023). Upaya Meningkatkan Minat Membaca Dengan Menggunakan Media Pembelajaran Buku Cerita Bergambar Pada Anak Paud Kasih Ibu. Indonesia Berdaya, 4(2), 507–512. https://doi.org/10.47679/ib.2023416
Alfiyanto, A. (2020). UPAYA MENINGKATKAN KEMAMPUAN KOGNITIF ANAK MENGENAL ANGKA DI PAUD KASIH IBU. Jurnal Migasian. https://doi.org/10.36601/jurnal-migasian.v4i1.98
Ali, M. M. F., Surahman, C., & Sumarna, E. (2024). Konsep Lingkungan Pendidikan Dalam Al-Qur’An. Kreatifitas Jurnal Ilmiah Pendidikan Islam, 13(2), 168–184. https://doi.org/10.46781/kreatifitas.v13i2.1254
Apsari, N. C., Nurfauziah, L. S., & Asiah, D. H. S. (2023). Dampak Penggunaan Gawai (Gadget) Terhadap Perilaku Sosial Anak Usia Dini. Share Social Work Journal, 13(1), 11. https://doi.org/10.24198/share.v13i1.40927
Aslan, N. (2023). Classroom Climate in Early Childhood Education: A Conceptual Framework for Effective Classroom Management. Üni̇versi̇tepark Bülten, 12(2). https://doi.org/10.22521/unibulletin.2023.122.3
Chadijah, Kasim, A., Achruh, A., & Syamsuddin. (2026). Integrating Religious Values Into Character Education: Evidence From an Islamic Madrasah in Indonesia. Multidisciplinary Indonesian Center Journal (MICJO), 3(1), 1319–1339. https://doi.org/10.62567/MICJO.V3I1.2001
Dena, S., Aliyah, N. D., & Darmawan, D. (2024). Pengaruh Budaya Sekolah, Hasil Belajar PAI, Dan Pola Asuh Orang Tua Terhadap Pembentukan Karakter Siswa Di SMA Negeri 4 Surabaya. Reslaj Religion Education Social Laa Roiba Journal, 6(6). https://doi.org/10.47467/reslaj.v6i6.2789
Eryandi, E. (2023). Integrasi Nilai-Nilai Keislaman Dalam Pendidikan Karakter Di Era Digital. Kaipi, 1(1), 12–16. https://doi.org/10.62070/kaipi.v1i1.27
Fiter, Deriwanto, D., & Harmi, H. (2023). Cultivating an Attitude of Social Concern in Learning Islamic Religious Education at SMPN 27 Rejang Lebong. Journal of Social Interactions and Humanities, 2(2), 67–78. https://doi.org/10.55927/jsih.v2i2.4974
Jalaldeen, J., & Al-Hidabi, D. (2025). Al-Ghazali’s Framework of Teachings Professional Values: Analyzing The Pedagogical Principles In Islamic Education. AL-BURHĀN: JOURNAL OF QURʾĀN AND SUNNAH STUDIES, 9(1), 27–46. https://doi.org/10.31436/ALBURHN.V9I1.363
Khan, Dr. S. A., & Ahmed, Dr. S. Z. (2025). Cultivating Minds, Inspiring Change: Transformative Paradigms in Islamic Education. The Critical Review of Social Sciences Studies, 3(1), 3204–3214. https://doi.org/10.59075/GQGNJ655
Khulusinniyah, K. (2023). The Importance of Learning Moral Values in Early Children. Al-Risalah, 14(1), 230–245. https://doi.org/10.34005/alrisalah.v14i1.2497
Kurniyadi, M. D., Amin, A. Y. A., & Rohimah, S. (2024). Peran Psikologi Dalam Pendidikan Islam. Tsaqofah, 4(4), 3100–3107. https://doi.org/10.58578/tsaqofah.v4i4.3194
Lenti, L., & Widiastuti, A. A. (2023). Peningkatan Perilaku Prososial Pada Anak Usia 4-5 Tahun Melalui Permainan Tradisional Babintingan. Jiip - Jurnal Ilmiah Ilmu Pendidikan, 6(10), 8273–8283. https://doi.org/10.54371/jiip.v6i10.3091
Maghfiroh, A. M., & Akhyak, A. (2024). Pendidikan Holistik: Perspektif Filsafat Sufisme Dalam Pengembangan Kurikulum. Jurnal Filsafat Indonesia, 7(1), 154–161. https://doi.org/10.23887/jfi.v7i1.62248
Mahsum, & Arifin, S. (2026). Teachers’ Synergistic Strategies for Fostering Moral Character in Elementary Students. PrimEdu: Asian Journal of Primary Education, 1(1), 24–38. https://jurnalannur.ac.id/index.php/primedu/article/view/2494
Muis, M. A., Mardiana, M., Syalini, S., & Putri, N. (2024). Building a Golden Generation Through Learning Islamic Religious Education: Quantum Teaching Learning Model. Aurelia Jurnal Penelitian Dan Pengabdian Masyarakat Indonesia, 3(2), 992–1000. https://doi.org/10.57235/aurelia.v3i2.2506
Mutmainnah, M., & Elihami, E. (2023). The Role of Social Awareness in Growth and Development in Early Childhood. Edumaspul - Jurnal Pendidikan, 7(1), 1953–1962. https://doi.org/10.33487/edumaspul.v7i1.7022
Saimun, S. (2022). Stimulasi Aspek Perkembangan Sosial Emosional Siswa TK Islam Intan Cendekia Kota Mataram. Jurnal Ilmiah Mandala Education, 8(1). https://doi.org/10.36312/jime.v8i1.2815
Salahudin, S. (2024). Personal Education Through Islamic Religious Education in the Generation Zet. Council, 2(1), 47–53. https://doi.org/10.59923/council.v2i1.62
Sriyono, H., Rizkiyah, N., & Widiyarto, S. (2022). What Education Should Be Provided to Early Childhood in the Millennial Era? Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini, 6(5), 5018–5028. https://doi.org/10.31004/obsesi.v6i5.2917
Tanjung, E. Y., & Kamtini, K. (2023). Peranan Orang Tua Terhadap Sosial Emosional Anak Usia Dini. Paedagogi Jurnal Kajian Ilmu Pendidikan (E-Journal), 9(2), 253. https://doi.org/10.24114/paedagogi.v9i2.49974
Wardani, M. A. W., Surani, E., & Jannah, M. (2023). The Relationship Between Parenting Style and Social-Emotional Development of Early Childhood at RA Al-Maunah Gebang Anom Semarang. Journal of Advanced Multidisciplinary Research, 4(1), 8. https://doi.org/10.30659/jamr.4.1.8-14
Waruwu, F. S. (2022). Pendekatan Pembelajaran Dalam Menstimulasi Kemampuan Interaksi Sosial Anak Di Taman Kanak-Kanak Pembangunan Laboratorium Universitas Negeri Padang. Al-Hikmah Indonesian Journal of Early Childhood Islamic Education, 6(02), 188–203. https://doi.org/10.35896/ijecie.v6i02.390
Yigit-Gencten, V., Ozen-Uyar, R., & Gultekin, M. (2026). An up-close view of reading and writing activities in preschools. Language and Education. https://doi.org/10.1080/09500782.2025.2601051
Zhu, L., Bao, Y., & Hou, L. (2025). Improving 3–6-year-old children’s emergent writing abilities in China’s border regions: A study of teachers’ emergent writing cognition and instructional support. Journal of Chinese Writing Systems, 9(3 Special issue: Digital reading and writing of Chinese children), 187–199. https://doi.org/10.1177/25138502251370773;ISSUE:ISSUE:DOI
Published
2026-05-18
How to Cite
Aisa Dimilia, Repsi Dalyani, Nenni Surbayani, Elvi Susti, & Ririn Fransiska. (2026). Efforts to Develop Children’s Social-Emotional Skills at Bakti Kayu Kunyit Islamic Kindergarten. International Journal of Technology and Education Research, 4(02), 683-700. https://doi.org/10.63922/ijeter.v4i02.3637
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