https://ejournal.stit-alkifayahriau.ac.id/index.php/arraihanah/issue/feed 2026-07-24T14:32:58+00:00 Muhammad Amin muhammadaminfst@gmail.com Open Journal Systems <table style="width: 750px;" rules="none"> <tbody> <tr> <td style="width: 438.406px;"> <p align="justify"><strong>Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini (E-ISSN <a href="https://issn.perpusnas.go.id/terbit/detail/20220621452056128" target="_blank" rel="noopener">2830-5868</a> dan P-ISSN <a href="https://issn.perpusnas.go.id/terbit/detail/1517031477" target="_blank" rel="noopener">2614-7831</a>)</strong> adalah jurnal akses terbuka peer-refereed yang didirikan untuk penyebaran pengetahuan mutakhir di bidang pendidikan Islam anak usia dini. Jurnal ini sudah terbit dengan mendapatkan<strong> ISSN Cetak sejak tahun 2018</strong>, Kemudian kosong selama beberapa tahun dan mulai terbit kembali. Kemudian jurnal ini mengalami perubahan bulan terbitan dari mulai awal terbit di bulan<strong> Februari</strong> dan kemudian berubah menjadi bulan <strong>Juni</strong>.</p> <p align="justify">Kemudian <strong>Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini</strong> diterbitkan kembali sejak tahun 2022 dua kali dalam setahun <strong>(Juni dan Desember)</strong> dengan terbitan <strong>Volume 2 Nomor 1 Juni 2022</strong> oleh Sekolah Tinggi Agama Islam Al-Kifayah Riau. Hal ini dimaksudkan untuk menjadi jurnal untuk menerbitkan artikel asli tentang isu-isu terbaru dan trend yang terjadi dalam kurikulum PAUD, pengajaran, pembelajaran, kebijakan, dan persiapan guru dengan tujuan untuk memajukan pengetahuan kita tentang teori dan praktik pendidikan. Semua naskah yang dikirimkan akan direview oleh editor dan kemudian dievaluasi oleh minimal dua reviewer melalui proses double-blind review. Hal ini untuk memastikan kualitas manuskrip yang diterbitkan dalam jurnal.</p> <p align="justify">Keputusan Direktur Jenderal Sains dan Teknologi Nomor: <a href="https://drive.google.com/file/d/1bhbUMfZq3gcL_Mku5G9Wt5euS85m2_3l/view?usp=sharing" target="_blank" rel="noopener">862/DST/D.D1/HM.01.01/2026</a> tanggal 24 Juli 2026 tentang Pemeringkatan Akreditasi Jurnal Ilmiah periode III tahun 2025 bahwa <strong>Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini</strong> berada pada peringkat <strong>ke-5 (Sinta 5)</strong> mulai<strong> Volume 5 Nomor 1 Tahun 2025</strong> sampai dengan<strong> Volume 9 Nomor 2 Tahun 2029.</strong></p> </td> <td style="width: 13px;"> </td> <td style="width: 215.828px;"><img src="https://ejournal.stit-alkifayahriau.ac.id/public/site/images/Admin/cover--arraihanah-copy-fix-2024-22.jpg" alt="" width="1349" height="1908" /></td> </tr> </tbody> </table> <p> </p> https://ejournal.stit-alkifayahriau.ac.id/index.php/arraihanah/article/view/1210 2026-07-21T15:26:24+00:00 Nelly Agustina nelly.kaknelly@gmail.com Yunita Iswahyuni iswahyuniiyunita@gmail.com Noviyanti Tarigan noviyantitarigan89@gmail.com Dinda Arifin arifindinda09@gmail.com

Character education is an essential aspect of early childhood development, particularly in fostering integrity, which includes honesty, responsibility, discipline, commitment, and consistency between words and actions. As the child's first educational environment, the family plays a strategic role in cultivating integrity values through well-planned and sustainable parenting programs. Therefore, evaluating parenting programs is necessary to determine their effectiveness and provide a basis for continuous program improvement. This study aims to analyze the evaluation of parenting programs in strengthening children's integrity character at home through a literature review approach. The study employed a qualitative design by examining scientific journal articles, academic books, policy documents, and previous research related to parenting, character education, integrity, program evaluation, and early childhood education. Data were analyzed using content analysis involving identification, classification, interpretation, and synthesis of findings from the reviewed literature. The findings indicate that the effectiveness of parenting programs is influenced by the alignment of program objectives with family needs, parents' readiness as primary educators, consistency in implementing character-building habits at home, and continuous evaluation of children's behavioral development. Sustainable parenting programs enhance parental involvement in character education, strengthen the habituation of integrity values in daily life, and promote effective collaboration between families and educational institutions. Furthermore, program evaluation provides comprehensive information regarding the strengths, weaknesses, opportunities, and challenges of parenting implementation, serving as a foundation for continuous improvement. Therefore, evaluating parenting programs is an effective strategy for strengthening integrity character in early childhood within the family environment

2026-07-24T00:00:00+00:00 Copyright (c) 2026 Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini https://ejournal.stit-alkifayahriau.ac.id/index.php/arraihanah/article/view/1212 2026-07-21T15:50:37+00:00 Nelly Agustina nelly.kaknelly@gmail.com Dinda Dinda hoti15594@gmail.com Siti Nurhaliza Novita Putri sitinurhalizanp4@gmail.com Septia Septia septia290903@gmail.com

Storytelling is one of the learning methods that is appropriate for early childhood because it presents moral values through stories that are concrete, interesting, and easy for children to understand. Honesty is a fundamental character that should be developed from an early age to build integrity, responsibility, and positive social behavior. This study aims to analyze the effectiveness of the storytelling method in instilling honesty in early childhood and to identify supporting factors for its implementation in learning. This study employed a qualitative approach using the literature review method by analyzing various scientific publications related to storytelling, character education, and early childhood education. The collected data were analyzed using content analysis to identify concepts, patterns, and research findings relevant to the topic. The results indicate that storytelling effectively facilitates children in understanding the concept of honesty through characters, plots, and moral messages presented in stories. The method also stimulates children's cognitive, language, social-emotional, and moral development simultaneously. The effectiveness of storytelling is influenced by teachers' storytelling skills, the suitability of story content, learning media, and collaboration between schools and parents in reinforcing honest behavior in children's daily lives. Therefore, storytelling can be recommended as an innovative and meaningful learning method for developing honesty as one of the fundamental character values in early childhood education

2026-07-24T00:00:00+00:00 Copyright (c) 2026 Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini https://ejournal.stit-alkifayahriau.ac.id/index.php/arraihanah/article/view/1214 2026-07-21T15:23:57+00:00 Nelly Agustina nelly.kaknelly@gmail.com Winda Safitri winda12safitri@gmail.com Latifah Latifah tifah4241@gmail.com Nurul Aqyla nurulaqyla32@gmail.com

The cultivation of honesty and responsibility in early childhood is a strategic foundation for building a generation of integrity and preventing corruption from an early age. Learning media and the family role are two interconnected pillars that determine the success of character formation. However, low parental literacy, limited use of innovative learning media, and lack of synergy between schools and families often hinder the optimal internalization of these values. This study aims to analyze the use of learning media and the family role in instilling honesty and responsibility in early childhood. Using a literature review approach, this research examines various scientific sources related to learning media, family roles, and early childhood character education. The findings reveal that various learning media, including picture storybooks and audio-visual media, effectively convey moral values through concrete stories and visuals that resonate with children's world. The family plays a central role as the primary environment shaping children's character through parenting styles, role modeling, and habituation. Synergistic collaboration between the use of appropriate learning media at school and positive parenting at home creates a conducive environment for optimal internalization of honest and responsible character. Strengthening parental literacy and developing innovative learning media are key strategies to ensure children grow with a strong foundation of integrity from an early age

2026-07-24T00:00:00+00:00 Copyright (c) 2026 Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini https://ejournal.stit-alkifayahriau.ac.id/index.php/arraihanah/article/view/1216 2026-07-21T15:28:10+00:00 Nelly Agustina nelly.kaknelly@gmail.com Rizky Hermalia rizkyhermalia564@gmail.com Zuraidah Hanum Nasution manisaida696@gmail.com Nayla Cantika Nur Azizah nailanaila9840@gmail.com

Program evaluation is an essential component of early childhood education (ECE) to ensure the achievement of learning objectives and improve the quality of educational services. One of the most widely used evaluation approaches is the Context, Input, Process, Product (CIPP) model because it provides a comprehensive framework for assessing program planning, implementation, and outcomes. This study aims to analyze the implementation of the CIPP model in evaluating early childhood education programs and to identify its benefits and challenges based on previous research findings. This study employed a qualitative approach using a literature review method. Data were collected from national and international journal articles, academic books, conference proceedings, and policy documents related to early childhood education program evaluation and the CIPP model. Data were analyzed using content analysis through data reduction, categorization, interpretation, and synthesis of previous research findings. The results indicate that the CIPP model is a systematic and comprehensive evaluation approach because it assesses program needs (context), resource readiness (input), implementation processes (process), and program outcomes (product). The application of the CIPP model enables early childhood education institutions to identify program strengths, weaknesses, and areas for continuous improvement, thereby enhancing the quality of educational services. Therefore, the CIPP model is considered an appropriate evaluation framework for supporting continuous quality improvement in early childhood education programs

2026-07-24T00:00:00+00:00 Copyright (c) 2026 Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini https://ejournal.stit-alkifayahriau.ac.id/index.php/arraihanah/article/view/1211 2026-07-21T15:49:09+00:00 Nelly Agustina nelly.kaknelly@gmail.com Melly Indah Sari mellyindahsari136@gmail.com Siti Hadjar sitihadjar89@gmail.com Nila Wardani Sihaloho wardaninila968@gmail.com

Honesty is one of the fundamental character values that should be instilled from an early age to develop children into individuals with integrity, responsibility, and ethical behavior. One of the learning strategies that can be implemented to foster honesty is the honesty canteen, which provides children with direct experiences in practicing honest behavior in their daily activities. This study aims to analyze the implementation of the honesty canteen in instilling honest character among early childhood learners, identify supporting and inhibiting factors, and examine its implications for character education. This research employed a qualitative approach using the literature review method by examining various scientific articles, books, and relevant research reports related to honesty canteens, character education, and early childhood education. Data were analyzed using content analysis to identify key concepts, research findings, and patterns related to the implementation of honesty canteens. The findings indicate that the honesty canteen is an effective medium for developing honest character through habituation, responsibility, independence, discipline, and direct learning experiences. The successful implementation of the honesty canteen is influenced by teachers' commitment, parental support, school policies, and the consistency of character reinforcement in both school and home environments. Therefore, the honesty canteen can serve as an innovative and practical character education strategy for cultivating honesty from an early age

2026-07-24T00:00:00+00:00 Copyright (c) 2026 Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini https://ejournal.stit-alkifayahriau.ac.id/index.php/arraihanah/article/view/1213 2026-07-21T14:56:03+00:00 Nelly Agustina nelly.kaknelly@gmail.com Ratih Ratih ratihratih1233@gmail.com Diah Artika Diningrum diahartika243@gmail.com

Corruption is one of the major challenges affecting social, economic, and national development, making preventive efforts through character education essential from early childhood. Instilling anti-corruption values is not solely the responsibility of educational institutions but also requires active involvement from families and communities as primary environments for children's character development. This study aims to analyze strategies for internalizing anti-corruption values from an early age through a literature review and to identify factors that support their effective implementation. The research employed a qualitative approach using the literature review method. Data were collected from academic books, national and international journal articles, policy documents, and previous studies related to character education, anti-corruption education, early childhood education, and parental involvement. Data were analyzed using content analysis by identifying, comparing, and synthesizing findings from relevant literature. The results indicate that the internalization of anti-corruption values can be effectively implemented through role modeling, habituation, integration of anti-corruption values into learning activities, educational games, storytelling, positive reinforcement, and sustainable collaboration among families, schools, and communities. The core values promoted include honesty, responsibility, discipline, caring, hard work, courage, simplicity, and justice. The success of value internalization is influenced by the consistency of value implementation in daily life, teacher competence, parental involvement, and a supportive educational environment. Therefore, strategies for internalizing anti-corruption values from an early age serve as an effective preventive approach to developing future generations with strong integrity and character

2026-07-24T00:00:00+00:00 Copyright (c) 2026 Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini https://ejournal.stit-alkifayahriau.ac.id/index.php/arraihanah/article/view/1215 2026-07-21T15:21:24+00:00 Nelly Agustina nelly.kaknelly@gmail.com Arini Julia Ningsih arinijulianingsih@gmail.com Dina Amaria dinaamaria6@gmail.com

Instilling anti-corruption values from early childhood is considered a strategic preventive approach, given that the 5–6 year period is the most intensive phase of character formation. This study aims to analyze the strategies used by teachers to cultivate anti-corruption values in children aged 5–6 years at TK Kasih Bunda Beringin. A qualitative approach with a case study design was employed. Data were collected through passive-moderate participatory observation, semi-structured interviews with three Group B teachers, and document analysis of daily lesson plans from February to March 2026. Data analysis followed the Miles, Huberman, and Saldaña (2014) interactive model, comprising data condensation, data display, and conclusion drawing, with source triangulation and member checks to ensure credibility. The findings reveal ten integrated strategies applied by teachers: habituating honesty, modeling exemplary behavior, storytelling, role-play, reward and consequence systems, discipline habituation, responsibility cultivation, queuing practice, returning peers' belongings, and group cooperation. A distinctive finding is that these strategies do not operate in isolation but form an interconnected pedagogical ecosystem, with teacher modeling as its primary foundation. The study also identifies barriers, including inconsistent home-based habituation and varying individual responses among children. The novelty lies in its pedagogical process perspective, distinguishing it from prior studies that predominantly measure children's behavioral outcomes

2026-07-24T00:00:00+00:00 Copyright (c) 2026 Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini