The Role of Teachers in Developing Children's Creativity through Science in Islamic-Based Early Childhood Education

Said Nazaruddin

doi:10.71039/istifham.v4i3.196

Authors

Said Nazaruddin Sekolah Tinggi Agama Islam Darul Hikmah Aceh Barat, Aceh, Indonesia

DOI:

https://doi.org/10.71039/istifham.v4i3.196

Keywords:

Teacher's Role, Early Childhood Creativity, Science Learning, Islamic Education

Abstract

The stimulation of young children's creativity in Islamic-Based early childhood education institutions still faces serious challenges, mainly because teachers tend to rely on conventional methods and have not yet optimized science learning as a medium for developing creativity aligned with Islamic educational values. This study aims to describe the role of teachers, analyze the strategies employed, and identify the factors that support and inhibit the implementation of creative science learning in Islamic-based early childhood education institutions. The study employed a descriptive qualitative approach using semi-structured interviews, observations, and document studies of four teachers at Raudhatul Athfal (RA) and Kelompok Bermain (KB) institutions in the West Aceh and Nagan Raya Regencies. The findings show that teachers play a multidimensional role as facilitators, motivators, and mediators, which, from an Islamic education perspective, represents the fulfillment of the teacher's function as a murabbi. Four main strategies are applied, namely simple experiments, science-based role play, mini science projects, and direct nature exploration, each of which opens space for tafakkur, particularly through nature exploration and the awakening of tauhid consciousness. The primary supporting factors are institutional leaders' support and children's enthusiasm, while the greatest obstacles are teachers' limited scientific competence and a lack of training. This study contributes to the development of Islamic Early Childhood Education by showing that spiritual awareness can grow as an integral part of the scientific inquiry process itself, rather than as a value component added separately from science activities.

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