https://jurnal.insida.ac.id/index.php/atthiflah <p><strong>Atthiflah: Journal of Early Childhood Islamic Education</strong> (p-ISSN: <a href="http://u.lipi.go.id/1493543652" target="_blank" rel="noopener">2580-1864</a>; e-ISSN: <a href="http://u.lipi.go.id/1588747638" target="_blank" rel="noopener">2722-1210</a>) is published by Early Childhood Islamic Education Study Program (PIAUD) of Islamic Institute of Daruttaqwa Gresik, East Java, Indonesia. This journal is focused on the development of the result of studies and researches in the areas related to Islamic Early Childhood Education, Nurturing, and Parenting which covers textual and fieldwork investigation with various perspectives of Education, <em>Psychology, Religious, Education, Child Development, and Early Childhood Curriculum. </em>This journal is published twice a year in <strong>January</strong> and <strong>June</strong>. The journal is accredited nationally <a title="sinta 4" href="https://sinta.kemdiktisaintek.go.id/journals/profile/9224"><strong>Sinta 4.</strong></a> <strong>Publisher Address:</strong> <span lang="id">Jl. KH. Syafi'i Gg. Syaikhuna Suci Manyar Gresik 61151 Phone. (031) 3953728 Email: <a href="https://jurnal.insida.ac.id/index.php/atthiflah/management/settings/context/mailto:[email protected]">[email protected]</a></span></p> Prodi Pendidikan Islam Anak Usia Dini Institut Agama Islam Daruttaqwa Gresik en-US Atthiflah: Journal of Early Childhood Islamic Education 2580-1864 https://jurnal.insida.ac.id/index.php/atthiflah/article/view/1134 <p>This qualitative case study analyzes the epistemological tendencies of early childhood (5-6 years) in Raudhatul Athfal Ashfiyah in understanding the basic concepts of Islam sourced from the book Fath al-Qarib through learning observations, interviews with teachers, and analysis of learning documents. The results show that the process of construction of early childhood religious knowledge moves on an adaptive epistemological spectrum according to the stages of their cognitive development. Bayani epistemology (textual-narrative) emerges through a pattern of story learning and modeling, in which children receive basic fiqh knowledge through simple narratives taken from Fath al-Qarib. Question-based learning methods and role-playing simulations facilitate the emergence of Burhani Epistemology in the form of concrete cause-and-effect reasoning. The Elements of Irfani's Epistemology are present through the concrete spiritual experiences of children during the practice of worship together and the formation of spiritual habits. The epistemic system of early childhood is spiral-gradual: it begins with narrative acceptance, progresses to experiential, concrete reasoning, and is reinforced through spiritual habituation in daily routines. In conclusion, the epistemology of religious learning for early childhood is not purely passive-imitative, but evolves progressively through the interaction between textual narratives, teacher modeling, children's concrete exploration, and direct spiritual experiences that correspond to their concrete pre-operational developmental stages</p> Sulton Agung Umu Sa'diyah Moh. Afifur Rohman Romli Copyright (c) 2026 Sulton Agung, Umu Sa'diyah, Moh. Afifur Rohman Romli https://creativecommons.org/licenses/by-nc/4.0/ 2026-01-25 2026-01-25 13 1 1 11 10.54069/atthiflah.v13i1.1134 https://jurnal.insida.ac.id/index.php/atthiflah/article/view/1137 <p>Penelitian ini bertujuan untuk mengkaji implementasi Projek Penguatan Profil Pelajar Pancasila (P5) dalam mensosialisasikan moderasi beragama pada peserta didik di Raudhatul Athfal (RA) se-Kecamatan Dawe, Kudus. Penelitian ini menggunakan desain kualitatif deskriptif dengan pengumpulan data melalui observasi, wawancara semi-terstruktur, dan analisis dokumen. Subjek penelitian dipilih menggunakan teknik purposive sampling. Analisis data dilakukan dengan model interaktif yang meliputi tahap pengumpulan data, reduksi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi P5 di lembaga RA dilaksanakan melalui beberapa tahapan yang sistematis. Tahap awal meliputi pembentukan tim pengembangan kurikulum, identifikasi kesiapan lembaga, serta perancangan dimensi, tema, dan alokasi waktu proyek, yang kemudian dilanjutkan dengan penyusunan modul proyek. Tahap kedua berfokus pada pelaksanaan proyek, sedangkan tahap akhir menekankan pada asesmen dan evaluasi. Proyek-proyek yang dikembangkan selaras dengan dimensi Profil Pelajar Pancasila yang ditargetkan serta mengintegrasikan nilai-nilai utama moderasi beragama. Beberapa kendala yang ditemukan dalam implementasi meliputi keterbatasan waktu pembelajaran, variasi tingkat kesiapan pendidik, serta kebutuhan untuk menyesuaikan aktivitas pembelajaran dengan karakteristik perkembangan peserta didik usia dini. Meskipun demikian, hasil penelitian menunjukkan bahwa implementasi Projek Penguatan Profil Pelajar Pancasila (P5) memberikan kontribusi positif terhadap penguatan sikap moderasi beragama peserta didik, khususnya dalam aspek karakter religius, sosial, dan kebangsaan.</p> <p>&nbsp;</p> Dzulfikar Sauqy Shidqi Indy Ari Pratiwi Ika Ayu Safitri Copyright (c) 2026 Dzulfikar Sauqy Shidqi, Indy Ari Pratiwii, Ika Ayu Safitri https://creativecommons.org/licenses/by-nc/4.0/ 2026-01-28 2026-01-28 13 1 12 24 10.54069/atthiflah.v13i1.1137