Islamic Education Perspective in Center-Based Learning for Early Childhood Executive Functions

Riqqo Tulqulub; Nurifniati; I'in Anggryani; Maratun Sholihah; Anggar Putra; Candra Kartikasari

doi:10.28918/9k8e1t31

Authors

Riqqo Tulqulub Nggusuwaru University, Bima City
Nurifniati Nggusuwaru University, Bima City
I'in Anggryani Nggusuwaru University, Bima City
Maratun Sholihah Nggusuwaru University, Bima City
Anggar Putra Nggusuwaru University, Bima City
Candra Kartikasari Nggusuwaru University, Bima City

DOI:

https://doi.org/10.28918/9k8e1t31

Abstract

The development of executive functions in early childhood is a crucial foundation for later academic readiness; however, learning practices in early childhood education still tend to be teacher-centered and less contextual. This study examines the implementation of the Center-Based Learning model integrated with the traditional Bima game Mpa’a Ncimi Lombo Tembe within the perspective of Islamic education as an effort to enhance children’s executive functions. The scope of the study focuses on three core components of executive function: inhibitory control, working memory, and cognitive flexibility. The aim of this study is to determine the effectiveness of the Center-Based Learning model integrated with the traditional Bima game Mpa’a Ncimi Lombo Tembe in improving early childhood executive functions. This study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The participants consisted of 40 children aged 5–6 years, divided into experimental and control groups. Data were collected through structured observation and executive function assessment instruments and analyzed using independent sample t-test and paired sample t-test at a significance level of 0.05. The results revealed a significant difference between the experimental and control groups in the posttest (t = 6.32; p < 0.05), with a higher gain score in the experimental group (21.70) compared to the control group (10.45). These findings indicate that structured and contextual play-based learning effectively enhances children’s executive functions. Furthermore, the integration of Islamic educational values contributes to holistic character development.

Keywords:

center-based learning, traditional games, executive function, Islamic education, early childhood

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