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All Journal Afkarina : Jurnal Pendidikan Agama Islam
Khotimatus Sholikhah
Universitas Islam Darul 'Ulum Lamongan
Religion Humanities Decision Sciences, Operations Research & Management Social Sciences

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Integrating Digital Learning to Enhance Learning Motivation in Early Childhood Education: Evidence from Raudlatul Athfal Lathi Fatul Alfiani; Khotimatus Sholikhah; Winnuly Winnuly
AFKARINA: Jurnal Pendidikan Agama Islam Vol 11, No 1 (2026): JUNI
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v11i1.15336

Abstract

This study aims to describe the integration of digital learning in improving early childhood learning motivation at RA Darul Ilmi Widang Tuban. The need for concrete, fun, interactive, and appropriate early childhood learning is very important, considering the characteristics of child development. This study uses a descriptive qualitative approach supported by simple quantitative data. The research subjects included the principal of an Islamic kindergarten, Group B teachers, and Group B students aged 5–6 years. Data collection techniques were carried out through interviews, observation, and documentation. Data were analyzed through data reduction, data presentation, drawing conclusions, and calculating the average score of children's learning motivation observations. The results showed that the integration of digital learning was carried out through the use of laptops, learning videos, educational applications, and interactive songs planned in the daily lesson plan, used two to three times a week, and placed in the opening, core activities, and closing stages. Digital media was not used as a substitute for play learning, but as a pedagogical stimulus combined with discussion, drawing, playing, and direct practice. This integration had a positive impact on children's learning motivation, which was evident in interest, attention, activeness, enthusiasm, pleasure, and perseverance.
Implementing the Merdeka Curriculum through Joyful Learning Approaches in Early Childhood Education Durotun Nafisah; Khotimatus Sholikhah; Winnuly Winnuly
AFKARINA: Jurnal Pendidikan Agama Islam Vol 11, No 1 (2026): JUNI
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/afkarina.v11i1.15334

Abstract

This study aims to analyze the implementation of the Joyful Learning-based Independent Curriculum in early childhood learning in playgroups. Child-centered, enjoyable, non-pressuring early childhood learning that is in line with children's developmental characteristics is crucial. The study used a descriptive qualitative approach with a case study. The research subjects included the principal, group B teachers, and students aged 4–5 years. Data were collected through observation, interviews, and documentation, then analyzed through data reduction, data presentation, and conclusion drawing. Data validity was obtained through triangulation of sources and techniques. The results showed that the implementation of the Joyful Learning-based Independent Curriculum at KB Darul Ilmi took place through a curriculum orientation that was in line with the institution's vision, flexible learning planning, the use of varied media, the application of a center model, providing activity choices, and the implementation of child-centered learning. Teachers acted as facilitators who created a safe atmosphere, provided positive reinforcement, instilled character, and conducted authentic assessments through observation, anecdotal notes, photo documentation, work results, and narrative reports. Supporting factors for implementation include principal leadership, teacher competence, instructional media, and a conducive learning environment. Key challenges include parents' perceptions of instant literacy, time management, and classroom structure.
Co-Authors Durotun Nafisah Lathi Fatul Alfiani Winnuly Winnuly