Islamic-Based Play Learning for Early Childhood Cognitive Development: A Conceptual Literature Review
Keywords:
Islamic Education for Early Childhood; Play-based Learning; Islamic Values; Cognitive Development; Conceptual Literature Review
Abstract
Early childhood is a crucial period for the formation of cognitive functions and basic character traits that influence long-term learning processes. In the context of Islamic education, the approach of learning based on Islamic values through play activities has rarely been studied conceptually to support cognitive stimulation in early childhood. There is a lack of literature discussing the systematic integration of Islamic values and play strategies within the framework of early childhood cognitive development. This study employs a conceptual literature review method with a descriptive-qualitative approach toward 38 relevant and curated scientific sources. The results of the study indicate that Islamic play activities such as role-playing stories of the prophets, worship simulations, and riddles based on moral values are able to stimulate children's thinking in a reflective and analytical manner. In addition, Islamic-based play learning provides meaningful learning experiences because it integrates symbolic, affective, and spiritual elements in an integrated manner. The conceptual model developed in this study demonstrates a functional relationship between the form of Islamic games, the Islamic values they contain, and the cognitive functions they stimulate. This research contributes theoretically to the development of an Islamic educational approach for early childhood and offers a practical framework for curriculum designers and educators in developing strategies that are contextual, spiritual, and cognitive simultaneously.
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Al‑Qolbi, L. F. A. (2025). Effectiveness of Play-Based Learning Approach in Teaching Islamic Values to Early Childhood Children. Albanat.
Baum, S., Payton, J., & Mitra, S. (2021). AI in Education: Benefits and Challenges. UNESCO.
Bergen, D., & Psychology, E. (2018). Cognitive Development in Play-Based Learning. 1–6.
Bird, J., & Edwards, S. (2014). Children Learning to Use Technologies Through Play: A
Damanik, R. S. N., & Sani, R. (2014). The Effect of Children In Science Model on Students Learning Outcomes. Journal Inpafi, 2(2), 153-160.
Duncan, G. J., Dowsett, C., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P. K., Pagani, L. S., Feinstein, L., Engel, M., Brooks‐Gunn, J., Sexton, H. R., Duckworth, K., & Japel, C. (2007). School Readiness and Later Achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
Fransiska, K. A. W., Suarni, N. K., & Margunayasa, I. G. (2024). Perkembangan Kognitif Siswa Pada Penggunaan Media Pembelajaran Digital Ditinjau Dari Teori Jean Piaget: Kajian Literatur Sistematis. Ideguru Jurnal Karya Ilmiah Guru, 9(2), 466–471. https://doi.org/10.51169/ideguru.v9i2.839
Hairiyah, S., & Mukhlis, M. (2019). Pengembangan Kreativitas Anak Usia Dini Melalui Permainan Edukatif. Kariman Jurnal Pendidikan Keislaman, 7(2), 265–282. https://doi.org/10.52185/kariman.v7i2.118
Hasibuan, R., & Suryana, D. (2021). Pengaruh Metode Eksperimen Sains Terhadap Perkembangan Kognitif Anak Usia 5-6 Tahun. Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini, 6(3), 1169–1179. https://doi.org/10.31004/obsesi.v6i3.1735
Hendrawan, A., Susilo, C. B., & Barbara, C. (2019). Perancangan Board Game Sebagai Media Penanaman Moral Bagi Anak Usia 6-9 Tahun Melalui Pendekatan Pendidikan Agama Kristen. Artika, 3(1), 31–42. https://doi.org/10.34148/artika.v3i1.217
M, D. N. (2016). Analysis of Teacher Learning Strategy in Developing Critical Thinking Skills of Elementary School. 1996, 65–73.
Maulida, M., Ananda, T. M., & Sadariah, S. (2024). Implementasi Permainan Tradisional Engklek Guna Melatih Keseimbangan Motorik Kasar Anak Usia Dini Di Tk Negeri 004 Bunguran Timur. Research and Development Journal of Education, 10(1), 105. https://doi.org/10.30998/rdje.v10i1.20612
Mitchell, L., & Ouko, A. (2012). Experiences of Congolese Refugee Families in New Zealand: Challenges and Possibilities for Early Childhood Provision. Australasian Journal of Early Childhood, 37(1), 99–107. https://doi.org/10.1177/183693911203700112
Muhammad Amirul Ramli. (2022). Early Childhood Education in Islamic Perspective. Bulletin of Early Childhood, 1(1), 1–19. https://attractivejournal.com/index.php/bec%0AEarly
Muskania, R., & Zulela MS. (2021). Realita Transformasi Digital Pendidikan di Sekolah Dasar Selama Pandemi Covid-19. Jurnal Pendidikan Dasar Nusantara, 6(2), 155–165. https://doi.org/10.29407/jpdn.v6i2.15298
Piaget, J. (1932). The Moral Judgment of the Child. Routledge & Kegan Paul.
Priyanto, A. (2014). Pengembangan Kreativitas Pada Anak Usia Dini Melalui Aktivitas Bermain. Journal.Uny.Ac.Id, 02.
Rahmatunnisa, S., & Ragil, Y. A. (2024). Pengaruh Implementasi CD Interaktif Edukatif Terhadap Perkembangan Kognitif Anak Usia 4-5 Tahun Dengan Menggunakan Pendekatan 4P. Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini, 8(1), 21–31. https://doi.org/10.31004/obsesi.v8i1.5319
Ramli, M. A. (2022). Early Childhood Education in Islamic Perspective. Attractive Journal.
Rohmah, N. (2016). Bermain Dan Pemanfaatannya Dalam Perkembangan Anak Usia Dini. Jurnal Tarbawi, 13(2), 27–35.
Saputra, A. S. A., & Suryandi, L. S. L. (2021). Perkembangan Kognitif Anak Usia Dini Dalam Perspektif Vygotsky Dan Implikasinya Dalam Pembelajaran. Pelangi Jurnal Pemikiran Dan Penelitian Islam Anak Usia Dini, 2(2), 198–206. https://doi.org/10.52266/pelangi.v2i2.582
Sofiatun, S., Widjanarko, M., Ismaya, E. A., & Sadibekov, A. K. (2022). Islamic Story Method in Childhood Cognitive Development. Statistika Učet I Audit, 86(3), 14–26. https://doi.org/10.51579/1563-2415.2022-3.02
Spencer, R., Joshi, N., Branje, K., Murray, N., Kirk, S., & Stone, M. (2021). Early Childhood Educator Perceptions of Risky Play in an Outdoor Loose Parts Intervention. Aims Public Health, 8(2), 213–228. https://doi.org/10.3934/publichealth.2021017
Suhaini. (2024). The Effectiveness of Using Various Play Methods to Enhance Cognitive Development in Early Childhood: A Critical Analysis and Literature Review. Jurnal PAUD NTB.
Tatminingsih, S. (2019). Alternatif Stimulasi Kemampuan Kognitif Melalui Penerapan Model Pembelajaran Berbasis Permainan Komprehensif. Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini, 3(1), 183. https://doi.org/10.31004/obsesi.v3i1.130
Uccang, M. R., Buhaerah, B., & Aras, A. (2022). Tantangan Dan Strategi Guru Pendidikan Agama Islam Kontemporer Dalam Menginternalisasikan Nilai-Nilai Pendidikan Agama Islam Kepada Peserta Didik. Al-Ishlah Jurnal Pendidikan Islam, 20(1), 79–98. https://doi.org/10.35905/alishlah.v20i1.2729
UNESCO. (2024). International Congress on Brain Sciences, Early Childhood Care and Education2024. UNESCO.
Untung, S. H., Pramono, I. A., Khasanah, L., Awwaluddin, A., Kholis, N., Muddin, M. I., Asnawi, A. R., & Maulana, A. R. M. (2023). The Gold Age of Childhood: Maximizing Education Efforts for Optimal Development (Vol. 1). Atlantis Press SARL. https://doi.org/10.2991/978-2-38476-052-7_30
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Wu, S. (2023). Critically Discuss the Importance of Play for Young Children’s Learning and Development. International Journal of New Developments in Education, 5(2). https://doi.org/10.25236/ijnde.2023.050205
Yean, F. J., & Ngadni, I. (2024). Play-Based Learning in Malaysian Early Childhood Education: A Study of Diploma Students’ Perspectives and Challenges. International Journal of Academic Research in Progressive Education and Development, 13(4). https://doi.org/10.6007/ijarped/v13-i4/23143
Zai, M. (2023). Pemanfaatan Media Pembelajaran Sains Untuk Mengembangkan Kemampuan Kognitif Siswa. CDS, 2(2), 13–21. https://doi.org/10.58794/cerdas.v2i2.145
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2024-09-30
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