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Exploring the Integration of Digital Media in Islamic Early Childhood Education: Evidence from Kindergartens in Pontianak City
Main Article Content
Abstract
Purpose – This study aims to analyze the integration of digital media in Islamic education in early childhood in kindergarten in Pontianak City, West Kalimantan Province by highlighting that teachers currently still have challenges in using technology.
Design/methods/approach – This study uses qualitative research with a case study approach through observation, interviews, and documentation. This research was conducted in the city of Pontianak, West Kalimantan Province from September 11 to September 20, 2024. Data analysis includes data collection, condensation, presentation, and conclusion.
Findings – The findings of this study in integrating digital media in Islamic education are still difficult for teachers so that in classroom learning activities they still use conventional methods in educating early childhood in kindergarten. In the learning process, the educational environment does not support the use of technology in learning and play activities in kindergarten. However, there is an opportunity to realize the integration of digital media in Islamic education in kindergarten because teachers consider this integration very important in learning in kindergarten.
Research implications/limitations – Technology in Islamic education has a significant impact on the learning process for early childhood in kindergarten. This study is still limited to qualitative research, so other methods are needed to add to the findings related to technology in early childhood.
Practical implications – This study shows that the integration of digital media in early childhood education in kindergarten still has challenges in using technology. teachers still experience difficulties, so that in classroom learning activities they still use conventional methods in educating early childhood in kindergarten. In addition, in the learning process, the educational environment does not support the use of technology in learning and playing activities in kindergarten.
Originality/value – This research serves as an initial foundation for the development of a digital-based curriculum that is relevant to Islamic values and the characteristics of early childhood development. This research provides a new perspective on the utilization of digital media in Islamic education to improve the quality of learning and the relevance of teaching methods in kindergarten.
Paper type Case study
Keywords:
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1.Introduction
Early childhood is a period of critical development that shapes children’s long-term social, emotional, and physical health(Sun et al., 2024). Stimulating developmental aspects are not only carried out by parents but also influenced by the community and school. The education system, both parents, schools, and the community, affects aspects of early childhood development to adulthood. The early childhood environment plays an important role in a child’s long-term success(Prusinski et al., 2023). In the family, parents have a great role and responsibility for the development and growth of early childhood. The family environment is the main scope for children to undergo the process of development and learning. In the family environment, children will learn about values, attitudes, norms, and cultural beliefs, as well as habits in the family, so that children will grow up to be human beings who have a positive and noble attitude in acting in a wider environment(Anwar et al., 2024)(Arin & Akbar, 2023)(Sapendi & Suratman, 2024)(Utami, 2021).
Meanwhile, in society, it has a role in early childhood that has an impact on the internalization of aesthetic and ethical values in building children’s character. This is because the conditions of culture, customs, religion, and demographics also affect aspects of early childhood development(Asrori et al., 2025)(Jaya et al., 2025)(Zahroh & Na’imah, 2020). The role of schools in the developmental aspect is to increase children’s creativity through play and learning in kindergarten. Early childhood education must be integrated between parents, the community, and schools to support aspects of early childhood development. However, the development of technology is a new media that also affects aspects of early childhood development. The development of technology also helps parents and teachers in schools in stimulating aspects of early childhood development. However, technology also has an impact on social changes that also affect culture, religion, social, economic, and the education system. Thus, knowledge is needed for parents, teachers, and the community in adapting educational practices in early childhood.
In the digital era, the role of Islamic education is very important by integrating it through technology. The use of technology in educating children to stimulate aspects of moral and religious development must be carried out by parents, teachers, and the community. However, the use of technology must be balanced, especially parents’ knowledge in responding to the benefits of technology in early childhood education practices. Various challenges faced in early childhood education in the digital era are the lack of skills to choose and carry out children’s literacy activities that meet the needs of early childhood(Hamzah et al., 2023)(Hasanah, 2023)(Oktavia et al., 2024)(Sit et al., 2024). Several studies show that parents are not always aware of the benefits of children using technology compared to the risk of exposure to content that does not correspond to the stages of early childhood development(Murcia et al., 2018).
This study seeks to analyze the social changes that occur in the practice of education in early childhood, especially in the digital era, in stimulating aspects of the development of moral and religious values, especially for families, communities, and Islamic-based kindergartens. This study provides suggestions for early childhood education practices in the digital era in stimulating aspects of moral and religious development. Several studies that discuss education in the digital era in early childhood discuss at least three things. First, the use of technology in learning in kindergarten(Purnama et al., 2022)(Rahiem, 2021)(Rustan et al., 2023)(Turbill, 2001). Second, the use of digital parenting in the family(Konok et al., 2020)(Modecki et al., 2022)(Pratiwi et al., 2022). Third, the impact of technology on aspects of early childhood development(Blackwell et al., 2014)(Su et al., 2023)(Weber & Greiff, 2023).
This study has a distinction from other studies that focus on Islamic education in early childhood in the digital age. This study aims to analyze the practice of early childhood education in families, communities, and schools in stimulating aspects of moral and religious development in the digital era. This research is important to be carried out because there are still many parents, teachers, and the community who do not understand the importance of technology in stimulating developmental aspects and its impact, both positive and negative, on early childhood development. The findings of this study at least make an academic contribution in the field of early childhood education, especially Islamic education for early childhood.
2. Methods
2.1. Research Design
This study was conducted using a qualitative research design aimed at understanding the experiences and perspectives of early childhood education teachers regarding the integration of digital media in Islamic education. The qualitative approach was chosen to capture in-depth insights within the natural settings of kindergarten classrooms, where digital tools are applied in religious instruction. The research was carried out in Pontianak City, West Kalimantan Province, from September 1 to September 20, 2024. This design allowed the researcher to explore contextual realities and complexities that may not be observable through quantitative methods. The focus was placed on how digital media influences the delivery of Islamic values to early childhood learners. The approach is considered suitable for uncovering subjective meanings and pedagogical patterns that emerge in authentic educational environments.
2.2. Participants and Sampling Technique
Participants in this study were 12 kindergarten teachers selected from five different kindergarten and playgroup
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