The Meaning of Teaching by Heart for Teachers and Its Implications

for Children's Happiness: A Phenomenological Study in Five

Integrated Islamic Early Childhood Education Schools in Indonesia

Warlan Sukandar

, Yelva Nofriyanti

,Wahyuni Mulia Helmi

, Zulfahman

Evi Desmariani

, Mardiah Wulandari

and Desmawati Roza

Study Program Early Childhood Education Teacher Training, Universitas Adzkia, Jl. Taratak Paneh No.7, Indonesia

Keywords: Teaching by Heart, Children's Happiness, ECE Teachers, Integrated Islamic Education, Phenomenological

Study.

Abstract: Early Childhood Education (ECE) is a fundamental stage in shaping children's character, emotions, and

happiness. In this context, the Teaching by Heart approach becomes essential as it emphasizes teaching based

on empathy, sincerity, and emotional warmth. This study aims to explore the deeper meaning of Teaching by

Heart for teachers and examine its implications for children's happiness in five Integrated Islamic Early

Childhood Education (PAUD IT) institutions in Indonesia: PAUD IT Pelita Hati Palu (Middle Sulawesi),

PAUD IT Insan Mandiri (Middle Papua), TKIT Qurratu A`yun (Lampung), TKIT Lukmanul Hakim

(Bandung Kidul), and TKIT Adzkia 1 (Padang, West Sumatra). The research employed a qualitative

phenomenological approach, involving ECE teachers who have implemented this approach for at least five

years. Data were collected through in-depth interviews, represented observations, and documentation. The

findings reveal that teachers perceive Teaching by Heart as an approach that touches the spiritual and

emotional aspects of children. Its implementation is evident in individualized attention, warm communication,

and the creation of joyful and engaging learning experiences. This approach fosters emotional bonding,

creates a safe and comfortable classroom environment, and cultivates positive character development in

children. Indicators of children's happiness include cheerful facial expressions, active engagement, and

healthy social interactions. Despite challenges such as administrative burdens and diverse child characteristics,

teachers remain committed through self-reflection and efforts to maintain mental well-being. In conclusion,

Teaching by Heart not only enhances teaching quality but also holistically supports children's happiness in

alignment with Islamic values.

1 INTRODUCTION

Your paper will be part of the conference proceedings

therefore we ask that authors follow the guidelines

explained in this example and in the file

«FormatContentsForAuthors.pdf» also on the zip file,

in order to achieve the highest quality possible

(Smith, 1998).

https://orcid.org/0009-0006-0914-1119

https://orcid.org/0009-0005-5262-0273

https://orcid.org/0009-0000-5742-4961

https://orcid.org/0009-0002-1038-0847

https://orcid.org/0009-0000-3024-5074

https://orcid.org/0009-0001-8547-1172

https://orcid.org/0009-0006-6287-4493

Be advised that papers in a technically unsuitable

form will be returned for retyping. After returned the

manuscript must be appropriately modified.

2 BACKGROUND

Early Childhood Education (ECE) plays a crucial role

Sukandar, W., Nofriyanti, Y., Helmi, W. M., Zulfahman, , Desmariani, E., Wulandari, M. and Roza, D.

The Meaning of Teaching by Heart for Teachers and Its Implications for Children’s Happiness: A Phenomenological Study in Five Integrated Islamic Early Childhood Education Schools in

Indonesia.

DOI: 10.5220/0014070100004935

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

In Proceedings of the 7th International Conference on Early Childhood Education (ICECE 2025) - Meaningful, Mindful, and Joyful Learning in Early Childhood Education, pages 183-191

ISBN: 978-989-758-788-7; ISSN: 3051-7702

183

as a foundational stage in shaping children’s

character, emotions, and future happiness (Ubaidillah

et al., 2023). At this stage, children's development is

significantly influenced by the quality of interactions

and experiences they receive (Wahidah et al., 2023).

Therefore, a learning approach that emphasizes

affection, empathy, and emotional warmth is

essential. A pleasant and supportive learning

environment not only encourages children to learn

enthusiastically but also helps them develop self-

confidence, social skills, and emotional stability,

which are important assets for their future lives

(Aliyah et al., 2025; Masriani & Liana, 2022).

Law Number 20 of 2003 on the National

Education System, Republic of Indonesia, Article 1,

Paragraph 14, states that early childhood education is

a development effort aimed at children from birth to

six years of age, carried out through the provision of

educational stimulation to support their physical and

spiritual growth and development, so that they are

ready to enter further education (Undang-Undang

Republik Indonesia, 2003). This educational

stimulation may be provided through formal, non-

formal, or informal education. Formal institutions for

early childhood include kindergartens (Taman

Kanak-Kanak, TK) and Raudhatul Athfal (RA); non-

formal institutions include playgroups (Kelompok

Bermain, KB) and childcare centers (Taman

Penitipan Anak, TPA); while informal early

childhood education refers to family-based education

organized within the community (Masriani & Liana,

2022).

Teachers in schools play a highly influential role

in the happiness of early childhood learners, as they

serve not only as educators but also as emotional

companions who help children feel safe, valued, and

supported throughout the learning process (Saepudin

& Rohmatillah, 2025). According to hamre and pianta

(2005), as cited by Hilaria et al (2021), the quality of

the relationship between teachers and children greatly

determines their emotional and social development,

which in turn significantly contributes to their

happiness and well-being in the school environment.

Furthermore, research by rimm-kaufman and hamre

(2010), as referenced in Saleh (2018), emphasizes

that positive interactions with teachers can boost

children’s self-confidence and strengthen social

bonds—foundational elements for happiness in early

education. Thus, teachers bear a strategic

responsibility in creating an environment that

supports not only academic development but also the

emotional well-being and happiness of young

children.

One of the most essential learning approaches

implemented by teachers in Early Childhood

Education (ECE) institutions is teaching by heart.

This approach highlights the importance of teaching

wholeheartedly—with love and sincerity—so that the

learning process is not merely the transfer of

knowledge, but also the building of strong emotional

bonds between educators and children. It places the

heart at the center of education, enabling teachers to

bring sincerity, compassion, and empathy into the

classroom, thus creating a warm and meaningful

learning atmosphere. According to alpiyanto (2014),

teaching by heart is an educational process grounded

in love and divine blessings from allah subhanahu wa

ta’ala, involving teaching with affection, heartfelt

sincerity, soulful devotion, gentle demeanor, honesty,

and a spirit that fosters happiness, peace, and

tranquility. It is carried out with patience, gratitude,

humility, simplicity, and deep respect for every

learner (Viona, 2022).

In the context of islamic education, teaching by

heart is especially relevant, as its values align with

the fundamental islamic principles of sincerity

(ikhlas), compassion (rahmah), and responsibility

(amanah) in nurturing future generations (Mujrimin

et al., 2025). The qur’an positions teachers not merely

as conveyors of knowledge, but also as moral

educators and spiritual guides. Its vision of a

professional teacher includes scientific expertise,

moral ethics, and a deep sense of responsibility

toward society (Fadhil et al., 2024). Through this

method, teachers become not only instructors but also

friends and emotional supporters who guide children

with full attention and create a warm atmosphere that

optimally stimulates their growth and development

(Setyowati et al., 2021). The teaching by heart

approach makes learning more meaningful and

heartfelt, reinforcing the foundation of positive

character from an early age.

Various research findings support the

effectiveness of the teaching by heart approach. A

study by Rahmawati (2016) revealed that teachers

who apply this approach with sincerity and

compassion are able to significantly enhance

children's learning motivation and emotional

engagement. Furthermore, Ulwan, (2007) indicated

that this approach also has a positive impact on

shaping children's character and fostering strong

spiritual values from an early age. In the field of

islamic education, findings by Kurniati (2022) further

emphasize that the presence of teachers as moral

exemplars—through their caring and responsible

attitudes—greatly contributes to the development of

noble character in children. Thus, teaching by heart

ICECE 2025 - The International Conference on Early Childhood Education

184

is a teaching method that not only facilitates the

transfer of knowledge, but also creates a deep

emotional connection that supports the holistic and

continuous development of children’s character.

However, the teaching by heart approach is still

relatively new and has not been extensively studied,

particularly from the perspective of teachers’ lived

experiences as key agents in the educational process.

Most current research focuses more on technical

aspects of teaching or academic outcomes, while

teachers’ narratives and reflections on how they

practice sincerity and compassion in their teaching

remain very limited. Even fewer studies have

specifically explored how this approach impacts

children’s happiness in Early Childhood Education

(ECE) institutions, especially in integrated islamic

early childhood education (paud islam terpadu),

which consistently incorporates islamic values into

all aspects of learning. Some works have addressed

teaching by heart, including Maghfiroh (2015), who

wrote a book titled no punishment no worries,

emphasizing teaching with heart. A similar concept

was discussed by Sultoni (2009), who concluded that

the role of the teacher is not merely to deliver

knowledge but also to act as a compassionate figure.

Education reaches its ideal form when the teacher is

present with sincerity and wholeheartedness.

However, academic literature discussing heart-

centered teaching—especially in the context of paud

islam terpadu, which emphasizes not only cognitive

development but also the spiritual and emotional

growth of children—remains scarce.

Therefore, it is essential to explore how the

teaching by heart approach is applied by teachers in

their daily practices and how its implementation

affects children's sense of happiness. By

understanding this connection, we can uncover the

vital role of teachers in creating a learning

environment that is not only academically effective

but also supports the emotional well-being of children

from an early age. This study aims to explore the

deeper meaning of the teaching by heart concept for

teachers and examine its implications for children's

happiness in five integrated islamic early childhood

education (paud islam terpadu) schools in indonesia.

A phenomenological approach was chosen as the

research method due to its ability to uncover the

subjective experiences and personal meanings

perceived by teachers in their practice of teaching by

heart. The findings are expected to provide richer and

more contextual insights into how this approach is

implemented in early childhood education that

integrates islamic values

3 RESEARCH METHODS

This study is a qualitative research using a

phenomenological approach. This approach was

employed to deeply explore the subjective

experiences of teachers in implementing Teaching by

Heart and its impact on children’s happiness in early

childhood education (PAUD) institutions. The

primary data sources in this research were early

childhood education teachers working at five

Integrated Islamic Early Childhood Education

(PAUD Islam Terpadu) schools across Indonesia,

spanning from Sabang to Merauke: TK Islam

Terpadu Kota Padang, TK Islam Terpadu Qurrata

A`yun Bandar Lampung, TK Islam Terpadu

Lukmanul Hakim Bandung Kidul, PAUD Islam

Terpadu Pelita Hati Palu (Central Sulawesi), and

PAUD Islam Terpadu Insan Mandiri (Central Papua).

Teachers were selected based on the criteria of having

at least five years of teaching experience in Integrated

Islamic PAUD institutions and being known to apply

Teaching by Heart principles in their instructional

practices. Data collection techniques included

structured online interviews, represented observation,

and documentation. The collected data were analyzed

using the steps of qualitative data analysis outlined by

Miles et al (2014), which consist of data collection,

data reduction, data display, and drawing or verifying

conclusions.

4 RESULTS AND DISCUSSION

4.1 Results

Teaching by Heart is an educational approach

centered on the values of compassion, sincerity, and

empathy in the relationship between teacher and

student. Through a phenomenological study

conducted in five Integrated Islamic Early Childhood

Education (PAUD) institutions in Indonesia, ten main

themes were identified that illustrate the essence of

Teaching by Heart and its impact on children's

happiness.

4.1.1 The Meaning of Teaching by Heart for

Teachers

Teachers view the concept of Teaching by Heart as a

form of education that touches the emotional and

spiritual dimensions of the child, fosters deep

relationships, and nurtures character in a gentle and

loving way.

The Meaning of Teaching by Heart for Teachers and Its Implications for Children’s Happiness: A Phenomenological Study in Five

Integrated Islamic Early Childhood Education Schools in Indonesia

185

R5-Salma (Papua):

“Teaching by Heart is a teaching approach that

does not focus solely on delivering material or

achieving academic targets, but also involves

empathy, care, and a sincere emotional

connection between teacher and student. The

teacher teaches with love, sincerity, and

patience, thereby creating a warm

relationship.”

A similar sentiment was expressed by R6 – Anis

Marsel, who described Teaching by Heart as

sincerity, patience, and wholehearted attention to

students, regardless of their backgrounds—full of

empathy and care.

R1-Haryanti (Bandung):

“Teaching by Heart means teaching with love,

sincerity, and optimism, believing that the

students whom Allah has entrusted to us in the

classroom are children with great potential that

Allah has placed within them.”

4.1.2 Implementation of Teaching by Heart

in the Classroom

Teachers’ experiences in implementing Teaching by

Heart vary in form. Based on interview results, five

main strategies were identified in the classroom

implementation of this approach: giving individual

attention, fostering warm communication, avoiding

any form of violence, and designing fun and interest-

based learning activities. Teachers also treat each

child uniquely and avoid forcing academic

achievement.

R1-Haryanti (Bandung):

“I apply this approach by giving attention to the

children, adjusting to their learning styles, and

not forcing them in the learning process.”

R2-Fera Yuliani (Padang):

“Building a warm relationship and a

comfortable atmosphere can be done by

showing care and empathy to the children,

being a good listener when they talk or ask

questions, appreciating all their opinions, and

giving praise when they behave well or follow

the rules.”

4.1.3 Teachers' Strategies in Building

Emotional Attachment vs. Children

As educators, teachers must have strategies for

interacting with children. Likewise, in the learning

process, teachers need effective ways of teaching.

Based on the interviews conducted, three main

strategies were identified in how teachers build

emotional attachment with children: 1) non-verbal

emotional communication, 2) giving appreciation and

positive reinforcement, and 3) validating emotions

and providing emotional support.

Forms of non-verbal emotional communication

include giving warm gazes, physical touch, and warm

greetings.

R4-Erviana (Middle Sulawesi):

“Giving a warm look when a child is telling

their story, even if it is repeated many times.”

R3-Anis Marsela (Lampung):

“Physical touch, being fully present when

listening to them talk... playing together during

break time.”

R5-Salma (Papua):

“Giving a hug when students are afraid, so they

feel protected. Greeting them warmly every

day, especially in the morning when students

are just entering the school environment-

practicing the 5S culture (Smile, Greet, Salute,

Polite, Courteous).”

R3-Anis Marsela (Lampung):

“Welcoming students with a smile, asking how

they are, and giving positive appreciation.”

4.1.4 Impacts on Classroom Atmosphere

and Children's Happiness

There are four forms of impact from Teaching by

Heart on the classroom atmosphere and children's

happiness: 1) emotional growth and self-confidence,

2) the classroom as a safe and comfortable

environment, 3) support for focus and academic

achievement, and 4) the development of social values

and positive character.

Emotional growth and self-confidence were

reflected in children becoming more confident,

participating in learning joyfully, and contributing to

a positive and enjoyable atmosphere.

R4-Erviana Widiyastuti (Middle Sulawesi):

“It makes the children more confident…”

R3-Anis Marsela (Lampung):

“The classroom becomes conducive; the

children enjoy participating and are more

receptive to classroom agreements.”

The classroom as a safe and comfortable space was

observed in a harmonious, secure, and pleasant

learning environment, as described by the teachers.

ICECE 2025 - The International Conference on Early Childhood Education

186

R2-Fera Yuliani (Padang):

“The classroom becomes conducive, safe, and

comfortable.”

Teaching by Heart also had an impact on supporting

children's focus and learning achievement. This was

seen through increased concentration and motivation,

as well as a greater acceptance of classroom

agreements.

R5Salma (Papua):

“...increases concentration and learning

motivation…”

Finally, the application of Teaching by Heart

contributed to the development of social values and

positive character in children, including the formation

of positive traits, cooperative attitudes, and discipline.

R5-Salma (Papua):

“...shaping positive character and reducing

negative behaviors, as well as encouraging

cooperative and disciplined behavior.”

4.1.5 Indicators of Children’s Happiness

Young children are naturally innocent and tend to

express behavior in alignment with their emotional

state. When they experience positive emotions, their

behavior reflects that positivity. Conversely, when

they are overwhelmed by negative emotions, their

behavior will also be affected negatively.

There are four classifications of happiness

indicators observed in children at school: 1)

enthusiasm and emotional attachment to school, 2)

positive facial expressions and body language, 3)

active participation and interest in learning, and 4)

positive social relationships.

Enthusiasm and emotional attachment to school

can be seen when children are happy to attend school,

miss their friends, teachers, and school during

holidays, are enthusiastic and eager to come, never

skip school, feel comfortable at school, and often

arrive early. This information was gathered from

teachers during interviews.

R4-Erviana Widiyastuti (Middle Sulawesi):

“Children are happy to come to school and tend

to miss their friends, teachers, and school when

on holiday.”

Positive facial expressions and body language include

smiling, cheerful expressions, willingness to play

with friends, and not appearing gloomy.

R1-Haryanti (Bandung):

“Always comes to school, feels at home, and

doesn't want to go home. Shows good

behavior, is not gloomy, and remains

enthusiastic.”

Active participation and interest in learning were also

identified through interviews. Children were

described as active in class, eager to share stories, and

often recount their school experiences to their parents

at home.

R2-Fera Yuliani (Padang):

“Happy children can be seen from the cheerful

expressions when they arrive at school in the

morning, their willingness to play with friends,

eagerness to participate in learning, and their

fondness for sharing stories with their teachers

and friends.”

Positive social relationships are shown through

behaviors such as affection for teachers and friends,

comfort in playing with peers, and ease in separating

from parents.

R3-Anis Marsela (Lampung):

“Children easily separate from their parents

and are comfortable playing with their friends.”

4.1.6 Challenges and Solutions

Every job inevitably comes with challenges, and the

teaching profession is no exception. Teachers often

face numerous issues, which must not be avoided but

rather resolved. Based on interviews with five

teachers from Integrated Islamic PAUD institutions,

four categories of challenges were identified along

with the solutions they employed to address them: 1)

individual differences among children and classroom

dynamics, 2) administrative burdens and pressure

from the education system, 3) lack of external

support, and 4) personal balance and emotional

resilience of teachers.

Challenges related to individual differences and

classroom dynamics include varying child

temperaments, multiple children having tantrums

simultaneously, and overcrowded classrooms.

R4-Erviana Widiyastuti (Middle Sulawesi):

“The challenges usually come from the diverse

characteristics of the children and different

parenting styles at home.”

R3-Anis Marsela (Lampung):

“The challenge arises when several children

have tantrums at the same time, each with their

unique way of managing emotions.”

The Meaning of Teaching by Heart for Teachers and Its Implications for Children’s Happiness: A Phenomenological Study in Five

Integrated Islamic Early Childhood Education Schools in Indonesia

187

Solutions used by teachers include identifying which

child to prioritize (starting with those easier to calm),

engaging in regular self-reflection, and continual

learning.

R6-Anis Marsela (Lampung):

“Assessing which child is easier to calm first,

and then attending to the one who requires

more attention and emotional acceptance.”

Administrative burdens and educational system

pressure are also significant concerns, involving

limited time and numerous administrative tasks or

curriculum targets.

R5-Salma (Papua):

“Time constraints and too many administrative

demands or curriculum targets often make it

difficult for teachers...”

To address these challenges, teachers attempt to

manage their time more effectively and divide

administrative tasks with fellow teachers.

R5-Salma (Papua):

“I personally manage it by trying to allocate my

time effectively…”

R2-Fera Yuliani (Padang):

“Sharing administrative tasks with other

teachers.”

Lack of external support includes issues such as

unsupportive parents or an inadequate learning

environment. Teachers respond to these challenges by

educating parents.

R5-Salma (Papua):

“…parents and the learning environment are

not always supportive…”

R1-Haryanti (Bandung):

“…educating parents who may have different

understandings.”

Maintaining balance and emotional resilience

is also a challenge for teachers. They cope with this

by safeguarding their mental health, engaging in

regular self-reflection, and continuous learning.

R4-Erviana Widiyastuti (Middle Sulawesi):

“Dealing with children with special needs

sometimes makes teachers lose patience,

especially with those who frequently have

tantrums or run around.”

R5-Salma (Papua):

“…I regularly reflect on myself and take care

of my mental well-being…”

4.2 Discussion

This phenomenological study reveals that Teaching

by Heart is a learning approach that involves

empathy, love, and emotional connection between

teachers and students. The findings reinforce the view

that early childhood education is not merely about

delivering content, but also deeply concerns the

affective aspects of learning.

Teachers interpret Teaching by Heart as an

approach that touches the emotional and spiritual

dimensions of children. This aligns with Noddings`

(2005) concept of Caring Pedagogy, which

emphasizes that caring is the core of the educator-

student relationship. The teachers in this study

demonstrated that sincerity, patience, and love are the

main foundations for building deep and meaningful

connections with children. Statements such as

"teaching with love and sincerity" and "involving

empathy" show that the teaching process goes beyond

knowledge transmission—it is a form of heart-to-

heart communication, which in Islam is known as

ta’līm and tarbiyah, concepts that reach into the heart

(qalb), as reflected in the words of Allah SWT:

"O you who have believed, when you are

told, ‘Make room in assemblies,’ then

make room; Allah will make room for you.

And when you are told, ‘Arise,’ then arise;

Allah will raise those who have believed

among you and those who were given

knowledge, by degrees. And Allah is

acquainted with what you do."

(Qoran Al-Mujadalah: 11).

(Kementerian Agama Republik Indonesia,

2019).

The implementation of Teaching by Heart is

manifested through individualized attention, warm

communication, and the avoidance of punitive or

repressive approaches. Teachers adapt their teaching

methods to the needs and learning styles of each

child. This is consistent with the principles of

developmentally appropriate practice (Copple &

Bredekamp, 2009), which state that learning should

align with children’s developmental stages and

interests.

Strategies such as emotional validation, non-

verbal communication (hugs, warm gazes), and the

provision of positive affirmations have proven

effective in strengthening children’s sense of security.

Teachers do not rigidly force children to learn but

instead allow room for self-expression and initiative.

This principle also aligns with the views of al-

ICECE 2025 - The International Conference on Early Childhood Education

188

Ghazali (1058–1111), who emphasized that teaching

methods for children should be diverse and tailored to

their developmental level (Rossidy, 2019). Similarly,

Ibn Sina (980–1037) argued that education should

use curricula appropriate to children’s age and

developmental stage. He highlighted the importance

of understanding child developmental psychology

and providing knowledge that matches the child's

growth period to maximize physical, intellectual, and

moral potential proportionally to their abilities

(Arsyad, 2019).

Emotional attachment built through hugs, smiles,

and loving communication has been shown to create

a warm and comfortable classroom environment.

Bowlby’s (1988) attachment theory emphasizes that

positive emotional bonds between children and

caregivers (in this case, teachers) enhance children’s

self-confidence and form a strong foundation for

socio-emotional development (Cenceng, 2015). The

findings of this study show that Teaching by Heart

strengthens children’s emotional bonds with school,

teachers, and the learning process. Children who feel

loved and appreciated tend to exhibit cooperative,

participative behavior and high learning motivation.

This is also in line with the view of Islamic education

scholar Abdullah Nashih Ulwan (2007), who stated

that affection, gentleness, and good communication

make children feel more comfortable. He even

described love for children as a gift from Allah SWT

to His servants.

One significant contribution of Teaching by Heart

lies in promoting children’s happiness. Research

shows that children who experience emotional care

from teachers display enthusiasm, positive

expressions, and healthy social relationships. This

supports the findings of Humairo & Widayat (2025),

who argue that emotionally supportive learning

environments greatly contribute to children’s

psychological well-being. Indicators of happiness in

this study include: (1) emotional attachment to

school, (2) cheerful facial expressions, (3) active

participation in learning activities, and (4) positive

social relationships. These indicators align with the

concept of subjective well-being in child

developmental psychology (Biswas-Diener et al.,

2008), which measures child well-being through

positive emotions, engagement, and healthy

relationships. This is also in accordance with Islamic

perspectives in the Qur’an, which emphasize that the

environment greatly influences a child’s character

(Salsabillah et al., 2025).

Although Teaching by Heart has demonstrated

positive impacts, teachers also face various

challenges such as differences in children's

personalities, administrative burdens, lack of parental

support, and emotional exhaustion. The teachers in

this study showed resilience by engaging in self-

reflection, maintaining mental well-being, and

sharing administrative responsibilities. This reflects

the importance of teacher emotional well-being in

sustaining a warm and empathetic teaching practice.

Wardhani (2017), in her article, emphasized that

emotionally healthy teachers are more capable of

building positive relationships with students. These

findings are also consistent with Lestari`s (2024)

study, which states that teachers who regularly

engage in self-reflection tend to have a deeper

understanding of their strengths and areas for

improvement. This, in turn, enhances their ability to

apply more effective teaching methods, respond to

students' needs, and improve classroom management

skills.

These findings imply that a heart- and empathy-

centered learning model is highly relevant for early

childhood education, especially within the context of

Integrated Islamic Education (PAUD Islam Terpadu)

which incorporates spiritual dimensions into the

educational process. Education is not solely about

developing children’s intellect, but also about shaping

their character, emotional well-being, and spirituality

from an early age (Zannatunnisya et al., 2024). The

concept of Teaching by Heart aligns with the

principles of Tarbiyah Islamiyah, which emphasizes

ta’dib (the cultivation of proper manners) and

tazkiyah (spiritual purification) in the educational

journey (Mujib & Mudzakkir, 2006). Teaching by

Heart also reflects the educational approach of the

Prophet Muhammad (peace be upon him), who

consistently demonstrated love and care for

children—through kind words and actions, hugs,

kisses, and gentle caresses—as simple ways to

express affection and create a warm and secure family

environment (Suwaid, 2010). This approach can

serve as a framework for developing an early

childhood curriculum that holistically nurtures the

human dimensions of children.

5 CONCLUSION

The teaching by heart approach is an effective

learning model for fostering happiness and character

development in early childhood. Through empathy,

emotional communication, and a gentle approach,

teachers are able to create a safe and joyful learning

environment. Despite facing challenges, committed

and reflective teachers are capable of finding

constructive solutions. Therefore, this approach

The Meaning of Teaching by Heart for Teachers and Its Implications for Children’s Happiness: A Phenomenological Study in Five

Integrated Islamic Early Childhood Education Schools in Indonesia

189

deserves broader adoption in early childhood

education, especially within educational settings that

integrate islamic values. Teaching by heart is not

merely a method—it is a philosophy and a way of life

for teachers who educate with love and sincerity. This

study shows that when teachers teach from the heart,

children experience happiness, a sense of security,

and emotional closeness that strengthens the learning

process.

The practical implication of this research is the

importance of enhancing teachers' emotional and

spiritual competencies through training and

professional development. Educational policies in

integrated islamic early childhood education (paud

islam terpadu) should also incorporate teaching by

heart values into the curriculum and school culture.

This research is expected to serve as a meaningful

contribution in developing a more holistic, humane,

and spiritual educational approach to nurturing a

future generation that is happy and morally upright.

ACKNOWLEDGEMENTS

The author extends deepest gratitude to the

Leadership of Universitas Adzkia for the trust granted

in the implementation of this research, as well as for

the financial support provided for the publication of

the research findings in a reputable international

conference proceeding indexed by Scopus. Sincere

appreciation is also conveyed to the informants from

the Integrated Islamic Early Childhood Education

(PAUD Islam Terpadu) schools: PAUD IT Pelita Hati

Palu (Middle Sulawesi), PAUD IT Insan Mandiri

(Middle Papua), TKIT Qurratu A’yun (Lampung),

TKIT Lukmanul Hakim (Bandung Kidul), and TKIT

Adzkia 1 (Padang, West Sumatra), for their

willingness and valuable contributions in sharing

meaningful information. The author also expresses

heartfelt thanks to all parties who have provided

support and assistance, making the successful

completion of this research possible.

If any, should be placed before the references section

without numbering.

REFERENCES

Aliyah, N., Anugrah, Y. F., & Enjang. (2025). Peningkatan

Aspek Percaya Diri Anak Usia Dini Melalui Kegiatan

Market Day. Lamahu: Jurnal Pengabdian Masyarakat

Terintegrasi, 4(1), 55–62. https://doi.org/10.37905/

ljpmt.v4i1.30475

Arsyad, J. (2019). Pendidikan Anak dalam Perspektif Ibnu

Sina : Gagasan dan Pemikirannya. Jurnal Raudhah,

7(2), 133–150. http://dx.doi.org/10.30829/raudhah.v

7i2.510

Biswas-Diener, R. M., Buss, D. M., Cacioppo, J. T.,

Compton, R. J., Diener, C., Diener, E., Diener, M. L.,

McGavran, M. B. D., Eid, M., & Emmons, R. A.

(2008). The science of subjective well-being (M. Eid &

R. J. Larsen (eds.)). The Guliford Press.

Cenceng. (2015). Perilaku Kelekatan Pada Anak Usia Dini

(Perspektif John Bowlby). LENTERA, 17(2), 141–153.

https://doi.org/https://doi.org/10.21093/lj.v17i2.437

Copple, C., & Bredekamp, S. (2009). Developmentally

Appropriate Practice in Early Childhood Programs

Serving Children from Birth through Age 8 (3rd Ed.).

National Association for the Education of Young

Children. https://www.naeyc.org/sites/default/files/

globally-shared/downloads/PDFs/resources/position-

statements/PSDAP.pdf

Fadhil, M., Sa, H., Martineli, E., & Bulan, S. (2024). Guru

Profesional dalam Perspektif Al-Qur ’ an : Karakteristik

, Peran , dan Tanggung Jawab dalam Pendidikan Islam.

Journal on Education, 7(1), 8474–8482. https://doi.

org/https://doi.org/10.31004/joe.v7i1.7688

Hilaria, A., Ali, M., & Syukri, M. (2021). Peran Guru dalam

Mengembangkan Sosial Emosional Anak Tatap Muka

Di Rumah (Studi Kasus Guru B2 TK Pertiwi I Provinsi

Kalimantan Barat). Khatulistiwa : Jurnal Pendidikan

Dan Pembelajaran, 10(9), 1–9. https://doi.org/

10.26418/jppk.v10i9.49223

Humairo, S., & Widayat, I. W. (2025). Analisis Peran

Lingkungan Keluarga dalam Perkembangan Psikologis

Anak [Universitas Airlangga]. In Repository.

http://repository.unair.ac.id/id/eprint/137049

Kementerian Agama Republik Indonesia. (2019). Al-

Qur`an dan Terjemahanannya Edisi Penyempurnaan

(Ke-1). Lajnah Pentashihan Mushaf Al-Qur`an.

Kurniati, S. D. (2022). Pengaruh Keteladanan Guru

terhadap Akhlak Anak Menurut Orang Tua Di RA

Masyithoh 28 Karangdadap Kecamatan Kalibagor

Kabupaten Banyumas [UIN Prof. K.H. Saifuddin Zuhri

Purwokerto]. https://repository.uinsaizu.ac.id/15526/

1/Septi_Dwi_Kurniati_1617406124%5B1%5D.pdf

Lestari, S. (2024). Pengaruh Refleksi Diri dalam

Mengembangkan kompetensi Profesional Peserta

Didik. JPT: Jurnal Pendidikan Tematik, 5(3), 299–304.

https://siducat.org/index.php/jpt/article/view/1569

Maghfiroh, A. (2015). No Punishment No Worries :

Menghapus Kekhawatiran, Membangun Keberanian

dalam Pembelajaran (N. Iman (ed.)). Unmuh Ponorogo

Press. https://eprints.umpo.ac.id/1769/2/BUKU NONO

SIAP TERBIT.pdf

Masriani, & Liana, D. (2022). Optimalisasi Pengembangan

Percaya Diri pada Anak Usia Dini. Mitra Ash-Shibyan:

Jurnal Pendidikan Dan Konseling, 5(01), 37–46.

https://doi.org/10.46963/mash.v5i01.475

Miles, M. B., Huberman, A. M., & Saldana, J. (2014).

Qualitative Data Analysis a Mothods Sourcebook

(Third Edit). SAGE Publications. https://books.google.

ICECE 2025 - The International Conference on Early Childhood Education

190

co.id/books?id=p0wXBAAAQBAJ&printsec=frontco

ver&hl=id#v=onepage&q&f=false

Mujib, A., & Mudzakkir, J. (2006). Ilmu Pendidikan Islam

(Jeffry (ed.); Pertama). Kencana Prenada Media.

Mujrimin, B., Ali, D., Supriadi, & Syukri. (2025).

Kontribusi Pemikiran al-Ghazali terhadap

Pembentukan Guru Ideal dalam Pendidikan Islam

Modern. Jurnal Arriyadhah, 22(1), 46–60. https://

doi.org/https://doi.org/10.15408/sdi.v22i1.1388

Noddings, N. (2005). The Challenge to Care in Schools :

Advances in Contemporary Educational Thought Series

(J. F. Soltis (ed.); 2nd, Revised ed.). Teachers College

Pres.

Rahmawati, R. (2016). Faktor-Faktor yang Mempengaruhi

Motivasi Belajar Siswa Kelas X SMA Negeri 1

Piyungan pada Mata Pelajaran Ekonomi Tahun

2015/2016 [Universitas Negeri Yogyakarta]. https://

eprints.uny.ac.id/41152/1/Rima Rahmawati (SKRIPSI

full).pdf

Rossidy, I. (2019). Analisis Konsep Pendidikan Anak

menurut Al-Ghazali. https://repository.uin-malang.

ac.id/13583/1/13583.pdf

Saepudin, A., & Rohmatillah, N. (2025). Peran guru dalam

Membangun Subjective Well-Being Anak Usia

Sekolah Dasar. Jurnal Fakultas Keguruan & Ilmu

Pendidikan, 6(1), 24–31. https://jurnal.unisa.ac.id/

index.php/jfkip/article/view/779

Saleh, G. (2018). Pengaruh Komunikasi Interpersonal Guru

dalam Meningkatkan Rasa Percaya Diri Anak Usia

Dini. MEDIUM : Jurnal Ilmiah Fakultas Ilmu

Komunikasi, 6(2), 51–61. https://doi.org/10.25299/

medium.2018.vol6(2).2411

Salsabillah, L., Sa’adah, M. N., & Govindra. (2025).

Penafsiran Ayat-Ayat Al-Qur’an Tentang Pengaruh

Lingkungan Keluarga, Fakultas, dan Sosial dalam

Pembentukan Pendidikan. AT-TARBIYAH : Jurnal

Penelitian Dan Pendidikan Agama Islam, 2(2), 193–

201. https://journal.staittd.ac.id/index.php/at/index

Setyowati, S., Sigit, P., & Maulidiyah, R. I. (2021).

Spritualitas Berhubungan dengan Kesepian Pada Lanjut

Usia. Jurnal Ilmu Keperawatan Jiwa, 4(1), 67–78.

https://doi.org/https://doi.org/10.32584/jikj.v4i1.853

Sultoni, A. (2009). Mendidik dengan Hati. MUDARRISA :

Jurnal Kajian Pendidikan Islam, 1(1), 1–21. https://d

oi.org/https://doi.org/10.18326/mdr.v1i1.%25p

Suwaid, M. N. A. H. (2010). Prophetic Parenting : Cara

Nabi Muhammad saw., Mendidik Anak (Y. Maulana

(ed.); Terjemahan). Pro-U Media.

Ubaidillah, Rahmah, N. A. F., Sari, Y., Ummah, I., & Zein,

M. (2023). Menyelami Esensi Sifat Dasar Manusia

Terhadap Pembentukan Karakter Anak Usia Dini. At-

Thufuly: Jurnal Pendidikan Anak Usia Dini |, 4(1), 24–

38. /https://doi.org/10.37812/atthufuly.v4i1.1510

Ulwan, A. N. (2007). Tarbiyatul Aulad (Pendidikan Anak

dalam Islam) (J. Miri, Adib, & A. M. Asrori (eds.);

Terjemah). Pustaka Amani.

Undang-Undang Republik Indonesia. (2003). Undang-

Undang Republik Indonesia Nomor 20 Tahun 2003

Tentang Pendidikan Nasional (pp. 1–57). C:/Users/

AVITA/Downloads/UU Nomor 20 Tahun 2003.pdf

Viona, D. (2022). Konsep Mendidik dengan Hati dalam

Buku Menjadi Guru yang Dirindukan Zaman Now

Karya Alpiyanto [UIN Sultan Syarif Kasim Riau].

https://repository.uin-suska.ac.id/58836/1/gabungan

kecuali BAB IV.pdf

Wahidah, H. R., Pranoto, Y. K. S., & Sunawan. (2023).

Prediksi Hubungan Sosial dan Temperamen terhadap

Kebahagiaan Anak Usia Dini. Jurnal Obsesi : Jurnal

Pendidikan Anak Usia Dini, 7(1), 618–628. https://

doi.org/10.31004/obsesi.v7i1.3991

Wardhani, R. D. K. (2017). Peran Kesehatan Mental bagi

Guru dalam Proses Belajar Mengajar Di Sekolah.

Prosiding Seminar Nasional Pendidikan FKIP Untirta

2017 ISBN 978-602-19411-2-6 PERAN, 1–7. https://jur

nal.untirta.ac.id/index.php/psnp/article/view/193-198

Zannatunnisya, Harahap, A. S., Parapat, A., & Rambe, A.

(2024). Efektivitas Internaliasi Nilai Spiritual Melalui

Pendidikan Karakter pada Anak Usia Dini di PAUD

Ummul Habibah, Kecamatan Hamparan Perak. JIMPS:

Scientific Journal of History Education and Social

Studies, 9(4), 624–634. https://doi.org/10.2481

5/jimps.v9i4.32931

The Meaning of Teaching by Heart for Teachers and Its Implications for Children’s Happiness: A Phenomenological Study in Five

Integrated Islamic Early Childhood Education Schools in Indonesia

191