Ihya AlHikam: Journal of Early Childhood Learning

Focus and Scope

Ihya AlHikam: Journal of Early Childhood Learning is an international, peer-reviewed, open-access journal dedicated to advancing the study of pedagogy, instructional design, and holistic learning environments for young children (ages 0–8 years). The journal serves as a global platform for researchers, teacher educators, and practitioners to publish high-quality empirical studies and conceptual papers that explore innovative teaching practices and the cultivation of child character.

The journal places a distinct emphasis on the spirit of Ihya—reviving the innate potential (fitrah) and ethical character of young children through contextual, meaningful, and culturally responsive learning experiences.

The journal welcomes original research articles using diverse methodologies (qualitative, quantitative, mixed methods, action research, and developmental research) within, but not limited to, the following core areas:

1. Early Childhood Instructional Design and Pedagogy

• Innovative teaching models, strategies, and methodologies in early childhood classrooms (e.g., project-based learning, play-based learning, inquiry-based learning).

• The integration of technology, digital media, and interactive learning tools in early childhood education.

• Classroom action research (PTK) focused on improving learning outcomes, student engagement, and teaching efficacy.

2. Character and Social-Emotional Learning

• Strategies and practices for nurturing moral values, ethics (adab), and spiritual growth in young children.

• Social-emotional development, emotional regulation, and peer interactions in early learning settings.

• The development and evaluation of character education curricula and schoolwide behavioral support programs.

3. Contextual Learning and Indigenous Wisdom

• The integration of local wisdom, cultural heritage, and traditional games into early childhood learning environments.

• Ethno-pedagogical approaches that utilize local values to foster community engagement and cultural identity in young learners.

• Contextual learning materials and media developed from local and sustainable resources.

4. Learning Materials, Media, and Environment

• Design, development, and evaluation of instructional media, toys, and learning materials for young children.

• The impact of physical, digital, and psychological learning environments on children’s cognitive and social development.

• Assessment and evaluation tools used to measure teaching quality and children’s learning progress.

Scope Restrictions (What We Do Not Publish)

To maintain a clear academic boundary and avoid overlap with our sister journal, Ihya Ulum, this journal does not publish articles that focus strictly on broad educational policies, macro-management of early childhood institutions, general health/nutrition (such as stunting policies), or broad sociology of childhood without a direct connection to active classroom learning or pedagogy.