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All Journal Khidmatussifa: Journal of Islamic Studies Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Amorti: Jurnal Studi Islam Interdisipliner
Rochmi Hastuti
Institut Agama Islam Al Aqidah Al Hasyimiyyah
Religion Humanities Education Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Management of Digital Adab Education Through School–Parent Partnerships in Early Childhood Education Asri Andriana Lituhayu; Rochmi Hastuti
Amorti: Jurnal Studi Islam Interdisipliner Vol. 5 No. 1 Januari 2026: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v5i1.1072

Abstract

The rapid advancement of digital technology has created new challenges for Islamic educational institutions in managing technology use while maintaining children's character development. This condition requires educational management that not only emphasizes technology integration but also strengthens Islamic values through effective institutional governance. This study aims to examine the management of digital adab education based on school–parent partnerships in early childhood education from the perspective of Islamic Educational Management. A qualitative approach with a case study design was employed at RA Al Islamiyyah Kemayoran, Central Jakarta. Data were collected through interviews, observations, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing. The findings reveal three major themes. First, value-based Islamic management serves as the foundation for planning and implementing digital adab education. Second, school organizational culture functions as the primary mechanism for internalizing digital adab through role modelling, habituation, and consistent behavioural practices. Third, school–parent partnerships strengthen children's digital character formation through continuous communication, collaboration, and evaluation. This study proposes a conceptual model of digital adab education management grounded in Islamic values by integrating educational leadership, organizational culture, and school–parent partnerships as an institutional strategy for managing Islamic education in the digital era.
Digital Adab Education in Early Childhood from an Islamic Education Perspective: A Case Study of RA Al-Islamiyyah Kemayoran, Jakarta Rochmi Hastuti; Asri Andriana Lituhayu
Amorti: Jurnal Studi Islam Interdisipliner Vol. 5 No. 1 Januari 2026: Amorti: Jurnal Studi Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/amorti.v5i1.1095

Abstract

The rapid development of digital technology has increased young children's exposure to gadgets, creating new challenges for character formation. From the perspective of Islamic education, the use of digital technology should be accompanied by the cultivation of adab (proper moral conduct) to ensure that children use digital media responsibly from an early age. This study aims to examine the implementation of digital adab education for early childhood from the perspective of Islamic education at RA Al Islamiyyah Kemayoran, Central Jakarta. A qualitative case study design was employed. Data were collected through interviews with the principal, teachers, and parents, supported by observations and document analysis. The data were analyzed through data reduction, data display, and conclusion drawing. The findings reveal three main results. First, digital adab education is implemented through the habituation of Islamic values, teachers' role modelling, and guided use of digital media in learning activities. Second, successful implementation is strengthened by collaboration between the school and families through parental guidance, continuous communication, and consistent reinforcement of positive digital habits at home. Third, digital adab education contributes to the development of disciplined, responsible, respectful, and ethically aware digital behaviour among young children. This study concludes that digital adab education should focus not merely on limiting children's use of technology but on developing Islamic character through sustained collaboration between schools and families.
Ketika Anak Bertanya dan Berefleksi: Benih-Benih Penerapan Deep Learning di Kelas PAUD Rochmi Hastuti; Raden Roro Vemmi Kesuma Dewi; Thoriquddin
Khidmatussifa: Journal of Islamic Studies Vol. 4 No. 2 (2025): KHIDMATUSSIFA : JOURNAL OF ISLAMIC STUDIES
Publisher : STIT Sirojul Falah Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56146/khidmatussifa.v4i1.328

Abstract

The ability of young children to ask questions and reflect on their learning experiences serves as an early indicator of deep learning processes. This study aims to explore the types of questions and reflections that naturally emerge in early childhood classrooms and to identify the teacher's role in facilitating these processes as seeds of deep learning implementation. The research was conducted at PAUD Kunang-Kunang, located in Cipanas District, Cianjur Regency, using a descriptive qualitative approach. Data were collected through participatory observation and in-depth interviews with the classroom teacher. The findings reveal that children are capable of posing reflective questions related to their personal experiences and demonstrate an emerging awareness of their learning processes. Teachers actively encourage open-ended questioning, provide space for exploration, and respond constructively to children's reflections. These results indicate that in the PAUD context, there are promising signs or seeds of deep learning practices that can be further cultivated through responsive, reflective, and meaningful learning design.
Constructing Digital Adab In Early Childhood: An Islamic Ethical Perspective On Children's Digital Behaviour Rochmi Hastuti; Asri Andriana Lituhayu
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 2 Mei 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i2.2007

Abstract

Digital technology has become increasingly present in young children's learning environments, raising questions about how digital behaviour can be guided beyond technical competence toward moral formation. This study examines how digital adab is constructed through Islamic ethical education at RA Al-Islamiyyah Kemayoran, Central Jakarta. Employing a qualitative case study design, data were collected through semi-structured interviews with the head of the RA, teachers, and parents and analysed thematically. The findings reveal three interconnected patterns. First, digital engagement is purposeful and mediated: digital media are used selectively, screened for age and educational appropriateness, and positioned as supplementary to play, storytelling, religious practice, and direct interaction. Second, responsible digital behaviour is cultivated through boundaries and habituation, including permission, time limits, interruption, redirection, and repeated emphasis on discipline, responsibility, respect, honesty, and beneficial use. Third, continuity between school and home reinforces these practices by creating a shared moral environment in which digital behaviour is connected with religious awareness and accountability. The study conceptualises digital adab as an emerging Islamic ethical orientation rather than merely digital literacy or digital ethics. Grounded in ta'dib, akhlaq, and muraqabah, digital adab describes the gradual formation of purposeful, restrained, responsible, and morally aware engagement with digital media during early childhood.
Co-Authors Asri Andriana Lituhayu Raden Roro Vemmi Kesuma Dewi Thoriquddin