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All Journal Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Nelly Agustina
Pendidikan Islam Anak Usia Dini, Sekolah Tinggi Agama Islam Raudatul Akmal Batang Kuis, Deli Serdang, Indonesia
Education

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Pengaruh Media Digital Interaktif Terhadap Efektivitas Pembelajaran Anak Usia Dini: Sebuah Tinjauan Literatur Nelly Agustina; Devi Ariska Berutu; Bintang Maulidia Ritonga; Hafiza Al Aida Farsya; Sunita Sunita; Indah City Wulandari
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i2.1261

Abstract

Early childhood education requires learning activities that are appropriate to children's developmental characteristics. One important component in supporting meaningful learning is the use of learning media. This article aims to analyze the use of media in early childhood learning, the types of media that can be utilized, their benefits for children's development, and the factors that need to be considered by teachers in selecting learning media. This study employed a qualitative approach with a literature review method. Data were obtained from scientific journal articles and books discussing early childhood education, learning media, digital learning, interactive multimedia, and educational media. The data were analyzed through content analysis by identifying, comparing, and interpreting findings from relevant literature. The results indicate that learning media can facilitate the delivery of learning materials, increase children's attention and motivation, provide concrete learning experiences, and stimulate various aspects of child development. Learning media may include concrete materials, visual media, audio-visual media, educational games, interactive multimedia, digital media, and culturally based media. However, the use of media should not be oriented merely toward technological sophistication. Teachers need to consider children's age, developmental stage, learning objectives, safety, accessibility, attractiveness, ease of use, and the suitability of media with the learning environment. Therefore, the use of learning media in early childhood education needs to be planned, contextual, interactive, and accompanied by appropriate teacher guidance.
Strategi Pembelajaran Berbasis Alam untuk Meningkatkan Pengalaman Belajar Anak Usia Dini Nelly Agustina; Anggi Pratiwi; Siti Fatimah; Risa Deli Aprila; Anisa Agustin; Icha Namira
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i2.1262

Abstract

Nature-based learning is an educational approach that utilizes the natural environment as a learning resource and provides children with direct, meaningful, and contextual learning experiences. This article aims to examine strategies for implementing nature-based learning to enhance learning experiences among early childhood learners. The study employed a qualitative approach using a literature review method. Data were collected from relevant scientific journal articles, books, and academic publications discussing nature-based learning, outdoor learning, early childhood education, environmental awareness, and children's development. The collected literature was analyzed through content analysis by identifying, classifying, comparing, and synthesizing relevant findings. The results indicate that nature-based learning can provide children with opportunities to explore, observe, experiment, communicate, solve simple problems, and interact directly with their surroundings. Effective strategies include outdoor activities, gardening, exploration of natural objects, environmental observation, field trips, nature-based play, environmental projects, and the use of natural materials in learning activities. Nature-based learning can support cognitive, language, physical-motor, social-emotional, creative, and naturalistic development. Its implementation requires careful planning, appropriate selection of activities, attention to children's safety, teacher facilitation, and systematic assessment. Therefore, nature-based learning should be implemented as an active, contextual, enjoyable, and child-centered approach that connects learning objectives with children's real experiences in the natural environment
Pembelajaran Berbasis Sentra Dan Sudut: Tinjauan Penggunaan Media Dalam Pembelajaran Anak Usia Dini Nelly Agustina; Nur Mei Kasi; Ocha Latersia; Siti Aulia; Nurlela Susanti; Suci Zahra Tun Ain
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 6 No. 2 (2026): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v6i2.1264

Abstract

Early childhood education requires learning activities that are appropriate to children's developmental characteristics. One important component in supporting meaningful learning is the use of learning media. This article aims to analyze the use of media in early childhood learning, the types of media that can be utilized, their benefits for children's development, and the factors that need to be considered by teachers in selecting learning media. This study employed a qualitative approach with a literature review method. Data were obtained from scientific journal articles and books discussing early childhood education, learning media, digital learning, interactive multimedia, and educational media published within the last ten years. The data were analyzed through content analysis by identifying, comparing, and interpreting findings from relevant literature. The results indicate that learning media can facilitate the delivery of learning materials, increase children's attention and motivation, provide concrete learning experiences, and stimulate various aspects of child development. Learning media may include concrete materials, visual media, audio-visual media, educational games, interactive multimedia, digital media, and culturally based media. However, the use of media should not be oriented merely toward technological sophistication. Teachers need to consider children's age, developmental stage, learning objectives, safety, accessibility, attractiveness, ease of use, and the suitability of media with the learning environment. Therefore, the use of learning media in early childhood education needs to be planned, contextual, interactive, and accompanied by appropriate teacher guidance
Co-Authors Anggi Pratiwi Anisa Agustin Bintang Maulidia Ritonga Devi Ariska Berutu Hafiza Al Aida Farsya Icha Namira Indah City Wulandari Nur Mei Kasi Nurlela Susanti Ocha Latersia Risa Deli Aprila Siti Aulia Siti Fatimah Suci Zahra Tun Ain Sunita Sunita