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All Journal Suluah Pasaman
Dwiyani Anggraeni
Universitas Pelita Bangsa, Indonesia
Religion Humanities Languange, Linguistic, Communication & Media Social Sciences Other

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Integrating a Character-Based Curriculum to Build Children's Resilience Against Violence and Negative Digital Impacts Yossi Srianita; Azi Matur Rahmi; Gina Asri Ruwaida; Dwiyani Anggraeni
Suluah Pasaman Vol 4 No 1 (2026): April
Publisher : Sekolah Tinggi Agama Islam YDI Lubuk Sikaping

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70588/suluahpasaman.v4i1.1140

Abstract

The development of digital technology presents both opportunities and challenges for early childhood. Increased use of devices without adequate guidance has the potential to lead to digital addiction, exposure to age-inappropriate content, cyberbullying, and impaired social-emotional development. This study aims to analyze the application of character education and patterns of digital media use in early childhood, formulate a curriculum integration model based on character education and healthy digital habits, and examine its implementation in building children's resilience against the negative impacts of digital media. The study used a qualitative descriptive approach with observation, interview, and documentation techniques. Informants consisted of early childhood education teachers, parents, and children aged 4–6 years in Cikedokan Village, Bekasi Regency. Data were analyzed through data reduction, data presentation, and drawing conclusions using triangulation of sources and techniques. The results show that character education has been implemented in learning, but has not been systematically integrated with digital literacy. Children exhibited quite high intensity of device use with limited guidance. The developed integration model combines the values ​​of discipline, responsibility, and empathy through screen time management, media use guidance, and healthy digital behavior habits. Implementation of the model contributed to improving children's ability to control device use and adapt to digital risks. These findings suggest that integrating character education and digital literacy into the early childhood education curriculum can strengthen children's resilience in the digital age
Narrative Pedagogy and Cognitive Development: Storytelling for Problem-Solving Skills in Early Childhood through Islamic Literature Dwiyani Anggraeni; Gina Asri Ruwaida; Azi Matur Rahmi; Putri Ayu Nurkholik; Salsabilla Firdaus
Suluah Pasaman Vol 4 No 1 (2026): April
Publisher : Sekolah Tinggi Agama Islam YDI Lubuk Sikaping

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70588/suluahpasaman.v4i1.1148

Abstract

Problem-solving is a foundational cognitive competency in early childhood development, yet many preschool-aged children exhibit limited capacity to manage interpersonal conflicts and task-related challenges independently. This study aimed to examine the development of problem-solving competencies in early childhood through storytelling-based learning at KB Nurul Athfal, Bekasi, Indonesia. A qualitative descriptive research design was employed, with purposive sampling yielding 20 children aged 3–4 years and 3 classroom teachers as participants. Data were collected through structured observations across six intervention sessions, semi-structured interviews with all three teachers, and documentary evidence. Data analysis followed the interactive model of Miles, Huberman, and Saldaña (2014), comprising data condensation, display, and conclusion drawing. Findings revealed meaningful improvements across four behavioral indicators of problem-solving: independent task-attempt behavior increased from 2 to 15 out of 20 children; turn-taking without adult prompting improved from 4 to 16 children; peer cooperation in group tasks increased substantially; and children demonstrated greater capacity to manage physical and academic setbacks. These results suggest that structured storytelling, particularly fable-based narratives emphasizing prosocial values, effectively scaffolds problem-solving and socioemotional development in early childhood. The findings contribute to the growing literature on narrative-based pedagogy in Indonesian early childhood education contexts
Co-Authors Azimatur Rahmi Gina Asri Ruwaida Putri Ayu Nurkholik Salsabilla Firdaus Yossi Srianita