Implementation of the Asmaul Husana Song as a Mnemonic Strategy in Early Childhood Islamic Education Learning
DOI:
https://doi.org/10.24114/paedagogi.v11i2.74057Keywords:
Asmaul Husna, Mnemonic Strategy, Islamic Early Childhood Education, Phenomenology, Religious MemorizationAbstract
This study aims to explore the meaning, values, and lived experience of teachers and parents in using Asmaul Husna songs as a mnemonic strategy for memorizing the 99 Names of Allah at TK ABA I Candi Sidoarjo. Employing Moustakas's transcendental phenomenological approach, data were collected through in-depth semi-structured interviews, classroom observations, and document analysis with 7 participants (3 teachers, 4 parents). Analysis through epoché, horizonalization, clustering, and composite description yielded five major themes: (1) songs as carriers of living theological meaning; (2) psycho-musical effectiveness as a mnemonic tool; (3) embedded religious, social, and pedagogical values; (4) determinants of effective song quality; and (5) the dynamics of parental reinforcement at home. The findings propose a Psycho-Musical Mnemonic Framework for Islamic Early Childhood Education (PMMF-IECE) integrating song quality, teacher competence, children's psycho-musical engagement, and parental reinforcement as dynamically interacting components. This study enriches Islamic early childhood education literature with a phenomenological perspective that has been rarely examined.
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