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All Journal Journal of General Education and Humanities El Midad: Jurnal Jurusan PGMI
Harisma Fatihatul Hayyu
Universitas Muhammadiyah Malang
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Artificial Intelligence and Teacher Creativity in Center-Based Early Childhood Learning: A Qualitative Study at PG-TKIT 2 Qurrota A’yun Ponorogo Harisma Fatihatul Hayyu; Dyah Worowirastri Ekowati; Mohammad Syahri
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1492

Abstract

This study examines early childhood teachers’ creativity in AI-supported center-based learning at PG-TKIT 2 Qurrota A’yun Ponorogo. It applies a descriptive qualitative approach within a constructivist paradigm. Data were collected through participatory observation, semi-structured interviews, and documentation involving six classroom teachers and one school leader. Data were analyzed using thematic analysis based on creativity indicators from J. P. Guilford and E. Paul Torrance, including fluency, flexibility, originality, elaboration, and evaluation. The findings indicate that integrating AI tools such as ChatGPT-4o and Google Gemini appears to enhance teachers’ creativity across the planning, implementation, and evaluation stages. In planning, AI supports rapid idea generation and variation. During implementation, it facilitates adaptive and multimodal learning aligned with children’s needs. In evaluation, AI contributes to more comprehensive and data-informed assessment practices. AI is also used to generate personalized learning content, including simple narrative adaptations based on children’s experiences, which strengthens engagement and contextual relevance. Overall, AI integration contributes to increased student participation, more diverse learning activities, and improved instructional efficiency. However, several challenges remain, including the risk of overdependence on AI, the need to verify content accuracy, and unequal parental digital literacy. These findings imply that AI should function as a supportive pedagogical tool rather than a substitute for teacher judgment. Strengthening teacher training and establishing ethical guidelines are essential to ensure responsible AI use in early childhood education.
INTERACTIVE DIGITAL BOARD IN EARLY CHILDHOOD: ENHANCING NUMERACY, GRAPHOMOTOR SKILLS, COLLABORATION, AND CHARACTER Khusnatul Mawaddah; Harisma Fatihatul Hayyu; Elfa Yuliana Nasution; Ria Arista Asih; Erna Yayuk; Beti Istanti Suwandayani; Arina Restian
El Midad Vol. 18 No. 2 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14809

Abstract

This study examines how the pedagogical implementation of an Interactive Digital Board (IDB) enhances the integrated development of numeracy, graphomotor skills, collaboration, and character in early childhood education. Graphomotor skills in this study refer to fine motor abilities related to early writing activities, including tracing, drawing, and symbol formation. Employing a qualitative descriptive case study design, the research was conducted in a natural classroom setting at PAUD At-Taqwa, Bojonegoro, involving 15 children aged 4–6 years and two teachers. Data were collected through non-participant observation and documentation of IDB-integrated thematic learning activities. The findings reveal four key outcomes: (1) IDB-mediated activities effectively bridge concrete and abstract numerical understanding; (2) stylus-based interaction supports the development of graphomotor control through repetitive and error-tolerant practice; (3) multi-touch features facilitate peer interaction, negotiation, and collaborative problem-solving; and (4) the implementation of the “queue technique” (Teknik Antre) promotes patience, discipline, and honesty. This study contributes to the literature by providing empirical evidence of a holistic pedagogical approach that integrates multiple developmental domains through a single digital learning medium. In practice, the findings highlight the importance of context-sensitive and teacher-designed strategies for optimising the use of digital technology, particularly in resource-limited early childhood classrooms
Co-Authors Arina Restian Elfa Yuliana Nasution Erna Yayuk Khusnatul Mawaddah Mohammad Syahri Ria Arista Asih Suwandayani, Beti Istanti Worowirastri E., Dyah