Pendidikan Anak dalam Perspektif Psikologi Pendidikan Islam Child Education from the Perspective of Islamic Educational Psychology
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Page Numbers:
4169-4181
Digital Object Identifier:
10.58578/tsaqofah.v5i4.6745
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Authors:
Muhamad Abdul Azis1, Ahmad Mustofa2, Siti Rohimah3 
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Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
This study aims to describe and analyze various aspects of child education while exploring the concept of child education from the perspectives of psychology and Islamic education. Employing a library research approach, the study focuses on a comprehensive review of relevant literature. The findings indicate that psychology plays a crucial role in early childhood development, particularly for educators, including Islamic Religious Education teachers. In today’s era of information openness, children who are not equipped with strong aqidah and faith are vulnerable to the negative influences of social media and unregulated social interactions. Therefore, educational methods must align with the child’s natural disposition (fitrah) and psychological condition to foster morally upright individuals. In this context, parents play a vital role in implementing religious education that corresponds to the psychological development of the child. The contribution of Islamic educational psychology to child education includes: (a) fostering responsibility and self-confidence; (b) building positive relationships between educators (parents) and children; (c) internally motivating the child; (d) equipping educators with appropriate teaching methods; and (e) clarifying roles and responsibilities between children and parents. These findings underscore the importance of an integrated approach that combines psychological insights with Islamic values for holistic child education.
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