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All Journal SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Agus Suprijanto
Universitas Terbuka
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences

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Penjaminan Mutu Raudhatul Athfal dan Pendidikan Islam Anak Usia Dini di Indonesia: Tinjauan Sistematis Standar, Kepemimpinan, dan Implementasi Agus Suprijanto; Sri Purwanti Nasution
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.539

Abstract

Quality assurance in Raudhatul Athfal (RA) and Islamic early childhood education (PIAUD) institutions in Indonesia has become increasingly urgent because these institutions must align child development, Islamic values, national standards, accreditation requirements, and institutional leadership. However, studies on RA/PIAUD quality remain fragmented, often discussing standards, leadership, evaluation, accreditation, and implementation barriers separately. This systematic literature review synthesizes Indonesian studies published between 2019 and 2025 on quality assurance in RA and PIAUD institutions, focusing on standards, leadership, and implementation. The review followed PRISMA 2020 reporting guidance and PRISMA-S principles for transparent search reporting. Searches were conducted in Scopus, Web of Science, Google Scholar, Garuda, and Neliti using Indonesian and English keywords related to RA, PIAUD, Islamic early childhood education, quality assurance, accreditation, leadership, standards, and evaluation. From 202 records initially identified, 18 studies met the eligibility criteria and were included in the qualitative thematic synthesis. The synthesis indicates that quality assurance research in RA/PIAUD is dominated by three interrelated themes: fulfillment of national standards and accreditation, leadership and educator professionalism, and implementation constraints in learning evaluation, infrastructure, financing, and stakeholder participation. Most studies are local, descriptive, and institution-specific, with limited comparative, longitudinal, or mixed-method evidence. The article contributes a thematic map of RA/PIAUD quality assurance and highlights the need for integrated models connecting policy standards, leadership practices, and classroom-level quality improvement.
Pedagogi Digital Berbasis Kesesuaian Perkembangan Anak dalam Pendidikan Islam Anak Usia Dini: Systematic Literature Review Sri Purwanti Nasution; Agus Suprijanto
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | In Press
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.544

Abstract

Digital transformation in early childhood education has created new opportunities and challenges for Islamic Early Childhood Education, particularly in ensuring that digital learning remains aligned with children’s developmental characteristics, Islamic values, and pedagogical ethics. This study aims to systematically review relevant literature on developmentally appropriate digital pedagogy in Islamic Early Childhood Education, with specific attention to teacher roles, child agency, parental involvement, and developmental risks. This research employed a Systematic Literature Review design guided by the PRISMA framework. Articles were identified through selected national and international scholarly databases using keywords related to digital pedagogy, early childhood education, Islamic early childhood education, developmentally appropriate practice, digital play, digital literacy, teacher mediation, and child well-being. The selected studies were analyzed using thematic synthesis to identify patterns, conceptual intersections, and research gaps. The findings indicate that digital pedagogy in Islamic Early Childhood Education should not be reduced to the technical use of digital tools; rather, it must be understood as an integrative pedagogical approach that combines developmentally appropriate practice, teacher mediation, child participation, parental guidance, digital safety, and the internalization of Islamic moral values. The review also reveals that excessive screen exposure, low-quality content, weak adult supervision, and passive digital consumption may pose risks to children’s holistic development. The novelty of this study lies in its integrative synthesis of digital pedagogy, child developmental appropriateness, and Islamic educational values. The study implies that Islamic early childhood institutions need clear pedagogical guidelines, digitally and religiously competent teachers, developmentally suitable Islamic digital content, and active parental collaboration to ensure safe, meaningful, and value-oriented digital learning for young children.
Co-Authors Sri Purwanti Nasution, Sri Purwanti