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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha Nadwa : Jurnal Pendidikan Islam Potensia Jurnal Pendidikan Usia Dini Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI AL-ATHFAL : JURNAL PENDIDIKAN ANAK Educan : Jurnal Pendidikan Islam JECCE (Journal of Early Childhood Care and Education) Aulad : Journal on Early Childhood Literasi : Jurnal Ilmu Pendidikan Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini Journal on Early Childhood Education Research (JOECHER) At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam Jurnal EMA (Ekonomi Manajemen Akuntansi) Al-Ulum: Jurnal Pendidikan Islam JP2KG AUD (Jurnal Pendidikan, Pengasuhan, Kesehatan dan Gizi Anak Usia Dini) Journal of Early Childhood Education at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Al-Ulum: Jurnal Pendidikan Islam Journal of Childhood Development Jurnal Ilmiah Ilmu Terapan Universitas Jambi Jurnal Pendidikan Islam at-Tarbiyah al-Mustamirrah: Jurnal Pendidikan Islam Al-Bidayah : jurnal pendidikan dasar Islam Al Hikmah: Indonesian Journal of Early Childhood Islamic Education Global Educational Research Review
Purnama, Sigit
Unknown Affiliation
Religion Arts Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Public Health Social Sciences Other

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Journal : Jurnal Pendidikan Islam

 1 
The Concept of Fitrah for Children in Ibn Katsir's Qur'an Exegesis: A Pedagogical Implication in Early Childhood Islamic Education Purnama, Sigit; 'Aziz, Hafidh; Nurhusna, Lu’lu’; Ulfah, Maulidya
Jurnal Pendidikan Islam Vol. 9 No. 1 (2020)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2020.91.79-104

Abstract

The debate in child development is the factors that influence development, such as genetic factors, heredity, or environmental factors. Filling the room for dialogue and discourse on the conflict of these two causes, Islam offers an alternative to the Qur'an fitrah definition. This study aims to reveal the concept of child fitrah according to Ibn Katsir in the Tafsir Al-Qur'an al-'Aẓhim and the pedagogical implications in early childhood Islamic education. This study uses qualitative research methods with a descriptive-analytic approach. The data were collected through documents and analyzed using the Creswell model analysis technique. The results showed that the concept of human nature (fitrah), according to Ibn Katsir, is based on good innate potential, i.e., Tawheed or religious nature. Therefore, education has to maintain this nature as a positive external agent by referring to Allah's guidance through the Prophet's revelations and examples. It then manifests by observation, literacy, modeling, and reasoning in the learning activity. In the educational process, these efforts can be: 1) Wisdom, which can be interpreted as literacy and modeling. The activities can be memorization and recitation with modeling from adults or teachers; 2) Mau'idhoh, oral transmission method to convey messages, reasoning, and even warnings; 3) If necessary, an excellent Jidal method can be used. Thus, the potential of Fitrah is transformed into a necessity for humans to fulfill their "primordial promise" to Allah. Finally, this study provides a basis for pedagogical practice based on the concept of fitrah according to Ibn Katsir in the implementation of early childhood Islamic education.
Teacher's Experiences of Using Digital Storytelling in Early Childhood Education in Indonesia: A Phenomenological Study Purnama, Sigit
Jurnal Pendidikan Islam Vol. 10 No. 2 (2021)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2021.102.279-298

Abstract

Digital storytelling is an important component of early childhood education (ECE) because it can help capture and expand their imagination. The purpose of this study was to explain early childhood teachers' beliefs about the use of digital storytelling in their classrooms. This research was conducted in Yogyakarta, Indonesia. Phenomenological methods are used to understand and describe these phenomena and the essence of ECE teachers' experiences. The results showed that the experience of ECE teachers in learning using digital storytelling in the classroom had many benefits in improving the quality of learning. This study provides guidelines for ECE teachers on how technology can be integrated into children's learning activities using digital storytelling. The results of this study can also contribute to teachers to better understand the impact of using such technology to improve the development of technological literacy in early childhood education.
Integration of Digital Technology in Islamic Religious Education Learning: A Qualitative Study on Teachers’ Competence and Implementation Models in Secondary Schools Mintasih, Diyah; Sukiman, Sukiman; Purnama, Sigit
Jurnal Pendidikan Islam Vol. 13 No. 1 (2024)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2024.131.85-96

Abstract

Purpose – The advancement of digital technology has significantly transformed the field of education, including Islamic Religious Education (PAI) learning. In Indonesia, the increasing number of internet users and the adoption of technological devices reflect a broad digital transformation. The Merdeka Belajar program demonstrates the government's commitment to digitizing education, including PAI. However, in rural areas such as Gunungkidul Regency, integrating technology into PAI learning still faces challenges, such as limited infrastructure readiness and teachers’ digital competence. Therefore, this study aims to identify the level of digital technology utilization in PAI learning, evaluate teachers’ digital competence, analyze the impact of technology integration on learning effectiveness, and develop a digital technology integration model relevant to the local context. Design/methods/approach – This study employs a qualitative approach with a descriptive method. Data were collected through observation, in-depth interviews, documentation, and surveys involving 30 PAI teachers from 19 senior high schools (SMA) in Gunungkidul Regency, selected using a purposive sampling technique. The analysis is based on the Technology Acceptance Model (TAM) and Technological, Pedagogical, and Content Knowledge (TPACK) frameworks to understand technology acceptance and teachers’ digital competence. Findings – The findings indicate that the utilization of digital technology in PAI learning is relatively widespread, with platforms such as Google Classroom, Moodle, and Edmodo being used. However, there are still gaps in infrastructure and teachers’ digital competence, particularly in creating interactive digital content. Most teachers still rely on simple presentation media and have not fully optimized technology for innovative learning. The integration of technology has been proven to enhance accessibility and interactivity in learning; however, it also poses challenges such as students’ dependency on technology and the limited training opportunities for teachers. To address these challenges, this study proposes a technology integration model that focuses on improving teachers’ digital competence, ensuring equitable infrastructure distribution, developing digital content, and implementing a hybrid learning model. Research implications – The findings provide recommendations for teachers, policymakers, and educational institutions to enhance the effectiveness of digital-based PAI learning. Several strategic steps are proposed, including intensive training for teachers in digital content creation, equalizing access to technology in remote areas, and implementing a hybrid learning model that combines conventional methods with digital technology. Furthermore, improving students’ digital literacy is also a crucial step to ensure that the integration of technology in PAI learning goes beyond mere accessibility and fosters a deeper understanding of Islamic values.
Abdullah Nashih ‘Ulwan’s Technological Contribution toward the Development of Islamic Early Childhood Education Purnama, Sigit
Jurnal Pendidikan Islam Vol. 7 No. 1 (2018): Figure of Islamic Education
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2018.71.47-77

Abstract

The development of science and technology has an impact on the use of technology in education. The application of educational technology in learning is aimed at creating more effective, efficient, and meaningful learning for children. Meanwhile, Islam, which is revealed as a paradigm, explains that education is the best way in developing human nature as well as human resources towards the formation of ‘Insan Kamil’. One of the notable Moslem thinkers worthen to be discussed in this case study is Abdullah Nashih 'Ulwan who has written a monumental work in education entitled ‘Tarbiyatul Aulad fil Islam’. This study sought answers to Ulwan's contributions to the development of early childhood education. The results of this study show that Ulwan's thought cannot be separated from a particular movement namely ‘Ikhwanul Muslimin’. The critical foundation of Ulwan's thinking on child education is essentially derived from his thinking about fitrah. Fitrah, according to ‘Ulwan, is a nature in which humans have a tendency of innate good and evil. Therefore, children at their early age require particular forms of conditioning to develop learners’ type of personality through three approaches namely: the formulation of appropriate child education methods, the establishment of educator readiness and attachment to children, and the conditioning of early childhood education environments.
Co-Authors 'Aziz, Hafidh Abdul Latif, Muhammad Abdul Munip Adikusuma, Melati Puspitajati Afizah, Amalia Agus Sukarno Ahmad Syafii Amalia, Mukhlisatinnisa Amir, Inevianti Aulia, Zahro Awaluddin, Raisa Zuhra Salsabila ‘Aziz, Hafidh Cahniyo Wijaya Kuswanto Dewi Saputri, Indri Diah Andika Sari Fairus, Dian Futhira, Nadia Gatot Prasetyo, Gatot Gumilang, Ahmad Naufal Hardiyanti, Widya Dwi Hasanah, Usniatun Humaida, Rifqi Id'ha Tutfi Ulkhatiata Indar, Indrawati Indrawati Indrawati Indriani, Yuli Rahayu Iqbal Faza Ahmad Irbah, Ariq Nurjannah Junianti, Fitri Khoirotin, Khoirotin KHOIRUL HIKMAH - Kinanti, Adha LA ODE ANHUSADAR Maharani, Ega Asnatasia Mahmud Arif Mahmudah Mahmudah Marlisa, Lusi Maulidya Ulfah Mintasih, Diyah Multahada, Asyruni Mustamid Mustamid Nadlifah, Nadlifah Nurhusna, Lu’lu’ Nurhusna, Lu’lu’ Prima Suci Rohmadheny Qonitah Faizatul Fitriyah Rahmatullah , Bahbibi Ramadani , Laili Rohinah * Romadhona, Awallia Rosada, Ulfa Danni Sa’ul Afiyah, Aulya Fitriyani Setiawan, Wahid Setiyawan, Adhi Shofiyah, Halimatu Sibawaihi Sibawaihi Subiyantoro Sugeng Desyanty, Ellyn Suismanto, Suismanto Sukiman Sukiman Suratman, Bayu Tamia, Dewi Rizqa Tomi, Tomi umi, romlah Untung Nopriansyah Yudha Febrianta Zarkasi, Zarkasi Zulfa, Nadia Aliyatuz