Conceptualization of Islamic Science Songs for

Raudatul Athfal (RA) Schools

Masrur

, Siti Riva Darwata

, Adriansyah Muftitama

, Muhammad MunawirPohan

and Dodi Hendrika

Department of Islamic Religious Education, Institut Agama Islam Negeri Kerinci, Kapten Muradi Street,

Sungai Penuh, Indonesia

Department of Tadris Chemistry, Institut Agama Islam Negeri Kerinci, Kapten Muradi Street, Sungai Penuh, Indonesia

Department of Da'wah Management, Institut Agama Islam Negeri Kerinci, Kapten Muradi Street, Sungai Penuh, Indonesia

Department of Islamic Education Management, Institut Agama Islam Negeri Kerinci, Kapten Muradi Street, Sungai Penuh,

Indonesia

Master of Islamic Education Student, Institut Agama Islam Negeri Kerinci, Kapten Muradi Street, Sungai Penuh, Indonesia

Keywords: Islamic Songs, Science Songs, Early Childhood.

Abstract: This research focuses on the position of science subjects and producing an effective concept of Islamic singing

as a science learning medium. The study was conducted in two locations: RA NurulHidayah, Jambi City, and

TKIT TabkiMarhamah, South Solok. The method used in this research is qualitative with a grounded

approach. The data was obtained from interviews, observations, and documentation involving the teachers of

both schools. The results of the research reveal that there are characteristics of Islamic science songs that can

be used as a reference for the formulation of composing songs for children at school.

1 INTRODUCTION

The coronavirus disease in 2019 which is also known

as Covid-19 has changed many things in human life,

including in educational institutions around the

world. The learning system has turned into something

new compared to the usual conventional system

before(Hartono & Akhyar, 2021; Rosidi & Rosidi,

2020; Steed & Leech, 2021).Science learning at many

levels gives the impression that it is quite difficult,

instead of calling it scary. Students commonly feel

this, and of course, this must be a concern by teachers

or educators to apply science learning concepts or

strategies that are easier and more fun.Awang

(2015)explains that several factors influence students'

difficulty absorbing Natural Science (IPA) subjects.

The first is internal factors such as lack of interest,

motivation, poor self-confidence, rebellious learning

attitudes, and students' expectations of less interesting

https://orcid.org/0000-0002-9270-5547

https://orcid.org/0000-0001-5741-5328

https://orcid.org/0000-0001-6044-2685

https://orcid.org/0000-0002-7735-2405

https://orcid.org/0000-0001-7689-6470

subjects. The second is external factors, namely the

many foreign terms used in science or science

learning and memorization methods that are not

appropriate and fun, especially for children.

Seeing the above obstacles, especially in the part

of memorizing foreign terms that are considered quite

burdensome for children, a kind of learning strategy

with media is needed that can make it easier for

students to remember science terms that are generally

regarded as difficult, one of which is through the

medium of songs or singing activities. The learning

method by singing from a psychological aspect is one

of the learning methods that is considered quite fun

and effective so that students do not feel heavy to

memorize and understand the learning material

(Febriyona et al., 2019).

As is commonly known, the learning burden

faced when learning things related to science, such as

math and science, is memorization. Because exact

Masrur, ., Riva Darwata, S., Muftitama, A., Munawir Pohan, M. and Hendrika, D.

Conceptualization of Islamic Science Songs for Raudatul Athfal (RA) Schools.

DOI: 10.5220/0012199200003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 239-247

ISBN: 978-989-758-669-9; ISSN: 2975-9676

239

science is a science of memorization and logic, these

two domains are psychologically not pleasant for

some students, especially those who are new to terms

that are rarely heard (Awang, 2015). A song or chant

is a unit that consists of several elements, such as

tone/intonation, voice, words, and gestures.

A form of verbal and non-verbal communication

that is packaged by touching the psychological and

physical side is done in a fun way (Miranti et al.,

2015). It is even considered a more effective means

than story-telling to remember learning (Sihombing,

2015; Crowther, 2012; Governor et al., 2013). The

capacity of music, songs, or chants considerably

impacts many levels as a learning method.

There are at least 5 benefits of music as a learning

tool, including improving the ability to remember-

enhancement recall; reducing learning stress-

reduction of stress; touching many aspects of the

delivery method-multi-modality delivery; increasing

the sense of joy-increased enjoyment; and more

specific content study-in-depth exploration of content

(Crowther, 2012).

Music or singing seems to be a good suggestion

to deliver science subject content that is generally

considered difficult to remember or understand. In

their article, Governor et al. (2013)mentioned that the

song approach that touches the sociocultural realm

helps develop potential because there is a sense of

comfort when learning, especially in student

relationships.

This is certainly due to the formation of

comfortable, conducive, and pleasant emotional

relationships between all individuals, both for

teachers and students or relationships between

students and one another. There are 2 focuses of study

in this research.

First, what is the position of science subjects in

RaudatulAthfal (RA) NurulHidayah Jambi City and

TKIT TabkiMarhamah, South Solok? And how is

Islamic singing appropriate for science learning in

RaudatulAthfal (RA) NurulHidayah Jambi City and

TKIT TabkiMarhamah, South Solok?

2 METHODOLOGY

Following the research theme, researchers will

conduct qualitative research with a grounded

approach. Following the character of the approach,

grounded focuses on the study of processes, actions,

and interactions.

This approach is the development of a

phenomenological approach in which the researcher

will understand how the object of research

experiences and understands something. This

approach aims to find and develop a new concept or

theory from observations or trials to the object of

research based on the results of processes, actions, or

interactions that occur according to existing reality

(Creswell, 2007). Therefore this research will

certainly attempt to reveal how the introduction and

learning of science are taught through the media of

singing or songs with Islamic nuances.

The initial procedure carried out in this study is to

determine the location of RA schools and Madrasahs

that will be used as places or objects of research,

namely two schools in two different areas.

The first is a school in YayasasanNurulHidayanh

Jambi City, Jambi Province, and TKIT

TabkiMarhamah, located in MuaraLabuh, South

Solok Regency, West Sumatra Province. The next

step is to recognize the proposition of appropriate

science material and follow the needs of RA and

Madrasah students.

The last stage is to create a concept of science and

nuanced Islamic songs tailored to the needs. Because

according to Corbin and Strauss in Edmonds &

Thomas (2017), a well-grounded theory is: (a)

follows the phenomena seen; (b) provides

understanding; (c) can be generalized into several

contexts; (d) as a research control. As open coding,

the research will focus on categorizing the selected

research objects, starting from determining the theme

of science learning, learning class, age of students,

and teaching ability.

Furthermore, words/tone language/songs are

formulated to be used in the selected categories. At

the axial coding stage, namely determining and

adjusting these categories included in the main

category, in this case, the diction and tone selection

activities are adapted to the needs of students who

receive lessons. Furthermore, the last stage of

selective coding is making and applying songs in the

classroom.

At this level, the songs or science songs that are

made should be used and involved in the school in

teaching and learning activities. Outside the

classroom, at this stage, the researcher can technically

see how far the application of Islamic songs/songs is

carried out in the school and formulate a hypothesis

or a concept proposition for the acceptance of Islamic

songs/songs by students as the object of research.

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

240

3 RESEARCH RESULTS AND

DISCUSSION

3.1 Theme Implementation Through

Art Class

The learning process carried out at RA Nurul

Hidayah, Jambi City, and TKIT Tabki Marhamah,

South Solok implements one primary curriculum as

the basis for guiding the implementation of learning

in schools at the early childhood learning level, which

is generally referred to as Early Childhood Education

(PAUD) or Kindergarten (TK) (Ilise et al., 2022).

When referring to the applicable rules or guidelines

for organizing early childhood education, both

educational institutions, both RA and TKIT, have

learning schemes that tend to be relatively the same,

such as the age range and learning period, the division

of the 0 (zero) Big and 0 (zero) Small Kindergarten

learning age groups which are now better known as

TK A and TK B, to the application of the 2013

Curriculum which is designed thematically

(Kemendikbud, 2015).The actualization of the

thematic concept of Curriculum 2013 is manifested in

a learning class format called the Center Class. The

educational institutions in this study, both RA Nurul

Hidayah, Jambi City, and TKIT Tabki Marhamah,

designed the center class according to the needs in

their respective places without changing or disturbing

the substance of the content of the thematic concept

in the curriculum itself, the concept of the center class

was also directly adopted as part of the learning

implementation mechanism by the Ministry of

National Education of the Republic of Indonesia since

2004(Erdiyanti et al., 2019).

Figure 1: RA NH Theme and Sub Theme.

Regarding the concept of classroom management

with a centered approach, between RA Nurul

Hidayah, Jambi City, and TKIT Tabki Mar-Hamah,

South Solok, each has a slight difference in the

management of the division of center classes. RA

Nurul Hidayah, Jambi City, whose nomenclature is

under the Ministry of Religious AffairsKemenag

(2019) of the Republic of Indonesia, has 6 center

classes with divisions: Class B.1 is called the Nature

Center; Class B.2 is called the Block Center; Class

B.3 is called the Preparation Center; Class B.4 is

called the Art Center; Class B.5 is called the Role

Center, and Class B.6 is called the Imtaq Center.

While TKIT TabkiMarhamah, South Solok only has

5 class centers, including Preparation Center; Design

and Build Center; Imtaq Center; Natural Materials

Center; and Art Center.

Figure 2: TKIT TM Theme and Subtheme.

The configuration of the center class implemented by

RA NurulHidayah, Jambi City, is felt to be more

systematic and clear because the center class in this

school has been determined in its respective position

without any plans for periodic changes. Slightly

different from the configuration of the center class at

TKIT Tab-kiMarhamah, South Solok. In this school,

the position of the center class will be updated

periodically or every year. Indeed, the division of the

center class itself can be adjusted to the specific needs

and existing school policies, including the number of

students, facilities, and school accommodations in

each region (Yusuf et al., 2018; Erdiyanti et al.,

2019). However, the center approach was considered

the most effective learning model to be implemented

for both schools based on the need and popularity of

use.

Figure 3: RA NH Center Classroom Atmosphere.

Conceptualization of Islamic Science Songs for Raudatul Athfal (RA) Schools

241

Educational institutions in this kind of PAUD unit

have several learning approach models and classroom

management choices, such as a corner, area, center,

and group model. Each model has its characteristics

(Yusuf et al., 2018). Through the center class

approach with their respective styles, both

educational institutions are still guided by the

emphasis on learning to play while learning because

the concept of the center model provides

opportunities for play activities that are quite

dominant. RA NurulHidyah, Jambi City, and TKIT

TabkiMarhamah, South Solok automatically adjust to

the technical instructions for managing the center

class contained in the Early Childhood Education

Classroom Management Guidelines document

published by the Ministry of Education and Culture

(Yusuf et al., 2018). Following the guidelines,

overall, the center classes that can be organized

include Sentra Balok; Small Role Play Center; Big

Role Play Center; Imtaq Center; Art Center;

Preparation Center; Natural Materials Center; and

Cooking Center. Based on the perspective of this

center model, children's creativity is raised with the

support of learning aids provided by the school or

brought by the teachers themselves. Every teacher in

both institutions is also generally equipped with an

understanding of all center materials inclusively. If

the moving system is implemented, teachers are ready

to be assistants or teachers of whatever center class is

appointed.

Figure 4: TKIT TM Centre Classroom Atmosphere.

The integration of learning in these two

institutions also runs very well. TKIT Tabki

Marhamah, South Solok,concerning the integration

of science and religious learning, adopts the JSIT

curriculum as a guideline for implementing learning

with Islamic content because schools under the

auspices of the Ministry of Education and Culture

have a limited curriculum to cover Islamic material.

The JSIT curriculum itself is still based on the

curriculum guidelines formulated by the Ministry of

Education and Culture as stated in Permendikbud

Number 146 of 2014 concerning 2013 Kindergarten

Curriculum Competencies, but in this curriculum,

various developments were made by strengthening

aspects of Islamic values as the basis of education

(JSIT, 2019; Raafi, 2018). TKIT TabkiMarhamah,

South Solok, complements the lack of Islamic

learning aspects through the curriculum developed by

JSIT to strengthen the nuances of integrated religious

and general/science learning more comprehensively.

3.2 Thematic Science Learning Process

Following the implementation based on the 2013

Curriculum guidelines related to the thematic

learning model, learning that has the least dominant

and most comprehensive science content is in the

Nature Center Class or Class B.1 at RA

NurulHidayah, Jambi City and the Natural Materials

Center Class if at TKIT TabkiMarhamah, South

Solok. However, each teacher must master each

theme, and each educational institution determines a

sub-theme. Providing learning areas to each teacher

aims to make teaching and learning more efficient.

With this kind of strategy, it is hoped that students

will not only get from one source of knowledge but

also get learning experiences from other teachers'

perspectives.

Before the Covid-19 pandemic broke out around

the world, especially in Indonesia, RA NurulHidayah,

Jambi City, carried out the learning process in the

center class dynamically, wherein each teacher or

class teacher consisting of two people for each center

class changed or moved classes regularly every week.

However, during the Covid-19 pandemic, RA

NurulHidayah, Jambi City, adjusted its learning

process to comply with government instructions that

impose restrictions and reduce social mobility by no

longer moving teachers and students in the learning

process of the center class itself.

The design of the 2013 PAUD Curriculum

provides space for each institution to formulate its

theme and sub-theme material given to students

following the principles of theme selection that have

been outlined in the guidelines for developing

learning themes at the PAUD level, including

proximity, simplicity; attractiveness; carrying

capacity; and incidental, while also considering

environmental conditions, as well as the availability

of facilities and infrastructure at each institution

itself(Mustofa et al., 2018; Kemenag,

2019).Following learning procedures with the

concept of playing while learning, both institutions

provide students with a comprehensive understanding

of science through experience and information

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

242

obtained by the five senses(Nijs & Bremmer, 2019),

(Steed & Leech, 2021)including the sense of seeing,

the purpose of feeling, the importance of smell, the

sense of hearing, and the sense of speaking. Related

to this, the themes and subthemes designed by the two

schools generally have the same material content but

with different emphases.

RA Nurul Hidayah, Jambi City, formulates 5

themes that have science-nuanced material content,

ranging from themes about oneself; animals; plants;

water, air, and fire; and nature semester with the

description of the subthemes as follows:

1.Self

 Self Identity: Name, Gender, Age, Name of Father

and Mother, Address;

 Body Members: Head, Hands, Feet;

 Body Features: Skin Color, Hair Type, Body

Shape;

 Favorites: Food, Colors, Games, Activities;

 Functions of Sensory Organs;

 Types of Taste;

 Types of Touch: Rough, Smooth, Sharp, Hot, Cold;

 Varieties of Smell: Fragrant, Fishy, Powdery;

 Varieties of Sound: Loud, Soft, Loud, Shrill;

 Kinds of Sight: Clear, Blurry, Near and Far, Dark

Glare, Bright.

2.Animals

 Types of Animals: Pet Animals, Farm Animals,

Wild Animals, Insects, Birds, Fish;

 Animal Food:

 Where Animals Live: In water, in the air, on the

ground, in a cage;

 Animal Breeding;

 The danger of Animals;

 Characteristics of Animals;

 Uses of Animals.

3.Plants

 Types of Plants;

 Functions of Plants;

 How to Plant Plants;

 How to maintain plants;

 Plant Parts.

4.Water, Air, and Fire

 Uses/Benefits of Water;

 Dangers of Water

 Origin of Water;

 Properties of Water: Clear, Turbid, Colorless,

Odorless;

 Uses of Water;

 Wind;

 Sources of Fire: Sun, Coal, Wood, Matches,

Electricity;

 Colors of Fire;

 Properties of Fire;

 Hazards;

 Charcoal.

5.The Universe

 Uses of the Sun, Moon, Stars, Sky, Earth;

 Who Created the Sun, Moon, Stars, Sky, and Earth;

 When they can be seen;

 Types of Natural Symptoms: Day, Night, Rain,

Floods, Mountains, Earthquakes, Landslides,

Whirlwinds, Lightning, Waves, Rainbows;

 Causes of Natural Symptoms;

 Maintenance of the Environment to Avoid Adverse

Natural Symptoms.

TKIT Tabki Marhamah, South Solok, designs themes

and sub-themes similar to RA Nurul Hidayah, Jambi

City. However, in the thematic learning design owned

by TKIT Tabki Marhamah, South Solok, there is a

difference in emphasis on themes related to humans

created by God or knowing oneself because this

theme is not spelled out aspects of science-laden

material in it. The following is a description of the

themes and subthemes designed by TKIT Tabki

Marhamah, South Solok:

1. Animals Created by Allah SWT

 Animals on Land;

 Animals in the Water;

 Animals in the Air.

2.Plants Created by Allah SWT

 Fruit Plants;

 Vegetable Plants.

 Ornamental & Medicinal Plants;

3.Water, Fire, Air

 Water;

 Fire & Air.

4.The Universe of God's Creation

 Heavenly Bodies;

 Natural Symptoms.

The difference in the design of these two schools is

not too significant because when viewed in terms of

the implementation of science learning, these two

institutions tend to be balanced. This thematic

learning system has an important role as a guide for

learning in the classroom. Without being guided by a

clear governance reference and technical guidelines,

this institution will lose its direction, especially in

achieving students' competency standards.

3.3 Concept of Islamic Singing RA

NurulHidayah, Jambi City & TKIT

TabkiMarhamah, South Solok

What needs to be understood about the concept of

learning at the PAUD and TK levels is the concept of

Conceptualization of Islamic Science Songs for Raudatul Athfal (RA) Schools

243

playing while learning, an important emphasis of the

teaching and learning system at this level. Learning

methods with songs provide a comfortable

atmosphere, and learners get a fun experience when

acquiring, processing, analyzing, and concluding

learning information (Aulia et al., 2022; Priyanto,

2013). Especially for learning science nuances that

tend to be difficult to understand at any level

(Rosyada et al., 2021). This science learning method

has been formulated into a children's learning method

outlined in various curricula and PAUD technical

guidelines that apply.

Singing is an art that is utilized as a learning

medium, making it easier for both institutions to

provide material according to the age of the students.

RA NurulHidayah, Jambi City, and TKIT

TabkiMarhamah make the singing method a form of

reinforcement, enrichment, and relaxation of daily

learning. Regarding the application of Islamic science

songs carried out in each of these institutions, there

are several different emphases in terms of the material

or lyrics in the songs. In this case, RA Nurul Hi-

dayah, Jambi City, does not have specific songs that

substantially discuss science, but the approach is

more to the nuances of Islamic material. On the other

hand, TKIT TabkiMarhamah has a clearer collection

of Islamic science songs in terms of material or lyrics.

However, the application of songs in both institutions

can be carried out effectively and efficiently every

day.

Based on the results of the analysis conducted on

the documentation of song lyrics in both institutions,

it can be understood that several patterns or

characteristics of songs are often applied in these two

institutions. These patterns or factors include

Thematic-Based Chants; Popularity-Based Chants;

Proximity-Based Chants; Joyful Tone-Based Chants;

Concise Lyric Chants; and Evocation-Based Chants.

a. Thematic-Based Chant

The concept of thematic singing is a form of song or

chant designed according to its theme, role, or

function. It is a song or chant designed according to

the target or object of the chant, what and who it is

for. The term of theme refers to the idea that contains

the main content or content of a song lyric. The song's

strength will depend on how the words and sentences

have meaning following the target or object of the

song itself.(Hooper, 2022; McDonel, 2015). The

construction or concept of a song made with a

thematic approach will certainly make it easier for the

teacher as a songwriter to determine the main content

in a song, especially lyrical material as the strength of

the learning material contained in the song being

made. Singing that is conceptualized and applied in

accordance with the right material content ultimately

creates a fast, effective, and efficient experience for

achieving learning targets for students (Wadiyo et al.,

2021). This is because the framework of Islamic

singing is added with scientific content, if it is not

conceptualized with a clear framework it will tend to

make the lyrics or song material too broad. Therefore,

thematic guidelines are needed as the main

framework so that in the end the content presentation

in a song is more on target.

b. Popularity-Based Chant

Populist refers to the adjective form of the word

popular or famous or known by many people.

Children's songs generally have a popular tone or, in

a simple sense, have a style and lyrics that are easy to

remember or easy listening, in case. Because if a

children's song cannot reach the musical hook, it is

too segmented to be digested by students as a learning

method(Burns, 1987; Steinbrecher, 2021),especially

science material. Children's songs generally adopt

songs that have been popular before, although there

are some children's songs that are created with their

tones.The design or conception of a song that tends to

be familiar or often heard by children, of course,

becomes something that the students themselves tend

to like (Soley, 2019). Through a popular singing

concept design approach, it is easier for the teacher to

re-design a song that contains a pre-existing song

framework. Of course, adjusting to the nuances of the

song which relates to combining Islamic and science

learning materials.

c. Proximity-Based Chant

The design or main idea of a children's song must also

have a meaning close to the students' surroundings so

that the students themselves can easily understand the

importance of the lyrics. Suppose a song has material

content that has no proximity to the surrounding

environment or is more likely to lead children to

imagine(Niland, 2019). In that case, songs with

scientific nuances will be difficult for children to

understand directly and easily. Moreover, science is

one of the authentic materials that should be now felt

through all the functions of the students' five senses.

The surrounding environment directly has a major

influence on the development of children's

understanding and comprehension abilities regarding

the learning material provided (Barnett et al.,

2022).Especially in this context, the technique of

combining science learning material with Islamic

nuances which are poured into a singing concept must

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

244

have physical closeness (proximity) to the

environment around the students.

d. Joyful Tone-Based Chant

The tone is an inseparable part of a song

arrangement(Gutama, 2020; McDonel, 2015). In

simple terms, tone means a composition of sound

frequency and tempo that is arranged regularly

(Gutama, 2020). In general, children's songs or songs

have happy tones, regular beats with a cheerful voice

help students more easily understand the science

material in a song lyric, cheerful tones tend to be easy

to remember for students, especially at the early

childhood education level. which of course requires

special attention (Arasomwan & Mashiy, 2021). The

singing method with a happy tone approach makes it

easier for students to remember well the content of

Islamic science learning material that is presented

through a song. Presenting a pleasant tone certainly

makes the learning atmosphere lighter, without

students having to be consciously burdened with

targeted learning outcomes.

e. Concise Lyric-Based Chant

A song addressed to children should have a simple

and short lyrical composition. This is because the

content of lyrics or short words makes it easier for

students to quickly remember the material in the song

(Dean, 2019; Gutama, 2020; Wadiyo et al., 2021).

Singing with concise material and lyrics like this

actually makes it easy for teachers and students,

teachers will find it easier to compose song lyrics

while students will tend to accept and understand

them more easily (Ilari & Cho, 2019). A short song

can mean a series of songs that can be composed with

a series of tones or lyrics in a short duration. This is

because the composition of the song must prioritize

the emphasis on elements of science material that are

accompanied by the needs of students or learning

achievement targets.

f. Evocative-Based Chant

Children's songs tend to be arranged in repetition,

repetition needs to be done with the aim that children

are more enthusiastic about singing a song

(Arasomwan & Mashiy, 2021; Gutama, 2020;

Roberts, 2019).This is intended so that the

strengthening of science material with Islamic

nuances can be easily remembered (evocative) by

students as well as the contents of the song lyrics

which are arranged in repetition, making the

impression of learning lighter and more enjoyable,

especially if the tones in the song are pleasant to

hear(Bergeson & Trehub, 2002; Peterson et al., 2016;

Roberts, 2019). Learning activities at the children's

level generally apply repetition activities, this activity

certainly makes students able to digest the meaning

or meaning of a song more effectively and efficiently.

4 CONCLUSION

Based on the findings in the field and the discussion,

RA NurulHidayah School, Jambi City, and TKIT

Tabki Mar-hamah, Solok Selatan, apply the division

of class groups in the format of the Center Class

concept, each center class is held by two teachers who

are certainly qualified to teach the designated center

class. The center class concept itself can be arranged

freely according to the policies, needs, and facilities

in the institutional unit itself. This center class

facilitates the allocation of learning themes and

subthemes that are carried out for two semesters.

Articles and subthemes can also adjust to the needs

and policies of the institution. The position of science

learning at RA NurulHidaya School, Jambi City, and

TKIT TabkiMarhamah has the same intensity. It's just

that the allocation of science-based materials can vary

in each institution. Based on the 2013 Curriculum

released by the Ministry of Education and Culture

through Permendikbud Number 146 of 2014, which

regulates the 2013 Kindergarten Curriculum

Competencies which are thematic, several themes

have science content in them, including Self Theme;

Animal Theme; Plant Theme; Water, Air, and Fire

Theme; and Universe Theme. The characteristics of

the concept of singing that are customary or

commonly applied in RA NurulHidayah School,

Jambi City, and TKIT TabkiMarhamah, South Solok,

in this study include seven conceptual characteristics,

including Thematic-Based Chants; Popularity-Based

Chants; Proximity-Based Chants; Joyful Tone-Based

Chants; Concise Lyric Chants; and Evocation-Based

Chants. Within this seven-concept framework, songs

with Islamic science content should be used as one of

the guidelines for creating an appropriate song

concept for children, especially in RA or early

childhood education both in Indonesia and in more

general.

ACKNOWLEDGEMENTS

Thank you to the principals and teachers at

YayasanNurulHidayahschool in Jambi City, Jambi

Province, and TKIT TabkiMarhamahMuaraLabuh,

South Solok Regency, West Sumatra Province, who

have been willing to be informants in this study.

Conceptualization of Islamic Science Songs for Raudatul Athfal (RA) Schools

245

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