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All Journal Jurnal Profesi Kependidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Golden Age Tunas Siliwangi : Jurnal Program Studi Pendidikan Guru PAUD STKIP Siliwangi Bandung Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI JECED : Journal of Early Childhood Education and Development Preschool : Jurnal Perkembangan dan Pendidikan Anak Usia Dini TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini JURALIANSI (Jurnal Lingkup Anak Usia Dini) PENGABDI: Jurnal Hasil Pengabdian Masyarakat AL IHSAN: Jurnal Pendidikan Islam Anak Usia Dini EDUKIDS : Jurnal Inovasi Pendidikan Anak Usia Dini EDUSTUDENT: Jurnal Ilmiah Pendidikan dan Pembelajaran Seminar Nasional Hasil Penelitian LP2M UNM PROSIDING SEMINAR NASIONAL PENELITIAN DAN PENGABDIAN KEPADA MASYARAKAT (SNPPM) UNIVERSITAS MUHAMMADIYAH METRO ihyaulum Ininnawa: Jurnal Pengabdian Masyarakat AN-NAS: Jurnal Pengabdian Masyarakat Edu Happiness : Jurnal Ilmiah Perkembangan Anak Usia Dini KARYA: Journal of Educational Community Service Pinisi Journal Pendidikan Guru Sekolah Dasar JURALIANSI (JURNAL LINGKUP ANAK USIA DINI) TEMATIK: Jurnal Pemikiran dan Penelitian Pendidikan Anak Usia Dini Al Ihsan : Jurnal Pendidikan Islam Anak Usia Dini Jurnal Abdi Bangsa Jurnal Gerakan Edukasi dan Masyarakat Nusantara (GEMANUSA)
Muhammad Akil Musi
PG PAUD Universitas Negeri Makassar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Public Health Social Sciences Other

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TANTANGAN DIGITALISASI DAN PERGESERAN NILAI-NILAI BUDAYA TRANSFORMATIF ANAK USIA DINI St Marwana Aisyah Marwa; Siska; Nurul Putri Ramadhani; Hajerah; Muhammad Akil Musi
JURALIANSI: Jurnal Lingkup Anak Usia Dini Vol. 7 No. 1 (2026): JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini (PIAUD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/juraliansi.v7i1.2588

Abstract

The current global challenge focuses on the role of digitalization, which increasingly leads to changes in transformative cultural values ​​for children. The purpose of this study is to describe the challenges of digitalization in shifting transformative-based cultural values ​​in early childhood. This study uses a Systematic Literature Review (SLR) through data analysis of 287 literature manuscripts. As well as sorting data based on the needs of research variables using 42 literature manuscripts, reviewed by the data retrieval process using 22 literature manuscripts that include research results and discussions that explain the shift in transformative cultural values ​​​​that have been inserted through AI (Artificial Intelligence)-based digital content. The content presented really shows the perfection of the design without any design that can differentiate non-AI-based content. In addition, the technological approach without rules and guidance by adults. Transformative-based cultural values ​​​​without conceptual filtering. Will affect children's ability to think impulsively, negative stimulus disorders (distractions) based on situations based on their imagination. A digital-based environment can dominate children's thinking, disrupting behavioral patterns in early childhood. However, current government regulations restrict access to digital technology for children under 16. This is a positive step taken by the government to protect children from the impact of shifting cultural values ​​caused by digitalization. The research suggests that parents should be more aware of the limitations of current technological developments, especially if technology has already taken over children's development.
PERSEPSI GURU TERHADAP PEMBELAJARAN SOSIO-KULTURAL UNTUK ANAK USIA DINI DI TK PUSAT PAUD HARAPAN BANGSA PARANG LOE, GOWA-SULAWESI SELATAN Hafisah; Mutiara; Carmelita Patrisia Due; Hajerah; Muhammad Akil Musi
JURALIANSI: Jurnal Lingkup Anak Usia Dini Vol. 7 No. 1 (2026): JURALIANSI (JURNAL LINGKUP ANAK USIA DINI)
Publisher : Program Studi Pendidikan Islam Anak Usia Dini (PIAUD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/juraliansi.v7i1.2597

Abstract

The implementation of socio-cultural learning in early childhood education has not been fully optimal due to the influence of differences in children's social characteristics, the lack of local culture-based learning media, limited learning time, and the lack of teacher training on socio-cultural approaches. The purpose of this research was to describe teachers' perceptions of socio-cultural learning at Harapan Bangsa Kindergarten, PAUD Pusat. This research used qualitative techniques with a descriptive approach to gain an understanding of teachers' perceptions, learning implementation, children's social interactions, and supporting and inhibiting factors for learning. The subjects of the study were two class teachers directly involved in early childhood learning activities. Data collection techniques were carried out through observation, interviews, and documentation. The results showed that teachers had a positive perception of socio-cultural learning because it was able to support children's social development through habits of cooperation, sharing, the use of polite language, and the integration of local culture into daily learning. The implementation of learning was carried out through group play, role-playing, storytelling, singing, and cooperation. This learning had a positive influence on communication skills, social interactions, empathy, self-confidence, and an attitude of respect for children's socio-cultural context. Thus, socio-cultural learning is an effective way that can help social development and character formation from an early age in a contextual, collaborative, and sustainable manner.
Literatur Review: Implementasi Pembelajaran Sosiokultural Berbasis Budaya Lokal Makassar dalam Pembentukan Karakter Anak Usia Dini Asa Utami Sallewatang; Nabila Mahdia; Miftahurrahma Kaharuddin; Hajerah Hajerah; Muhammad Akil Musi
Ihya Ulum: Early Childhood Education Journal Vol 4 No 1 (2026): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v4i1.838

Abstract

This study aims to analyze the implementation of sociocultural learning based on Makassar local culture in shaping early childhood character in the era of digital disruption. Using a literature review method with a qualitative descriptive approach, secondary data from 10 reputable scientific articles published between 2020 and 2026 were selected through four stages of systematic screening and analyzed using content analysis techniques. The findings indicate that the internalization of the philosophical values of Sipakatau, Sipakalebbi, Sipakainge’, and Siri’ na Pacce effectively shapes children’s moral-affective character through teacher modeling, the modification of traditional games such as Ma’bom, oral literature such as pappaseng, and regional language stimulation. The novelty of this study lies in the integration of Lev Vygotsky’s sociocultural theory with the reconstruction of Makassar local wisdom values as cyber-mediated cultural tools. The contribution of this study is the provision of a conceptual roadmap for strengthening partnerships among the three centers of education through the formulation of local culture-based digital parenting to mitigate the risks of virtual isolation and cultural alienation among Generation Alpha. The policy implications urge early childhood education administrators to integrate cultural matrices into the teaching modules of the Kurikulum Merdeka and require parents to apply active mediation in children’s gadget use through screen-time boundaries within the family environment
Local Wisdom-Based Multicultural Pedagogy: The Foundation of Character and Tolerance Building in Early Childhood Education Muhammad Akil Musi; Ramlah Yusran; Usman Usman; Nidha Eka Restuti Munawir
Ihya Ulum: Early Childhood Education Journal Vol 4 No 1 (2026): Ihya Ulum: Early Childhood Education Journal
Publisher : PG PAUD Universitas Islam Makassar | LP2M-UIM | PPJ PAUD (Perhimpunan Pengelola Jurnal PAUD) Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59638/ihyaulum.v4i1.870

Abstract

Early Childhood Education (ECE) plays a pivotal role in shaping children's character and foundational competence. However, integrating local wisdom into the curriculum is often uneven and risks fostering cultural bias if not systematically balanced with broader multicultural values. This study examines the conceptual frameworks, implementation strategies, and effectiveness of local culture integration while developing a comprehensive multicultural teaching model for ECE. Employing a systematic literature review design, this study analyzed peer-reviewed research articles published between 2017 and 2024. The data analysis process advanced through rigorous selection, data display, and conclusion drawing/verification, with trustworthiness established via theoretical triangulation. The synthesis of the literature revealed three core findings: (1) integrating cultural values, folklore, traditional rituals, and cooperative games significantly strengthens children's prosocial behaviors; (2) deploying flexible learning tools spanning digital, print, and physical modalities successfully accommodates diverse early childhood developmental needs; and (3) establishing a curriculum equilibrium fosters an optimal balance between local cultural pride and global tolerance. Grounded in Vygotsky's Socio-cultural Theory and Bronfenbrenner's Bioecological Systems Theory, this study presents a structured pedagogical framework designed to mitigate cultural bias. This is achieved by leveraging educators' cultural competencies, structural policy support, and collaborative community teamwork. Ultimately, this research provides vital theoretical background and practical guidance for curriculum developers and ECE practitioners to engineer culturally sensitive, equitable, and highly inclusive early learning environments.
Co-Authors A ALI A Auliah Rahma A. Sri Wahyuni Asti Ainul Annisa Amelia Jafar Andi Inayah Putri Andi Syahriah Andi Syahriah Andi Wahyuni Asti Andika Marsuki Anggri Lismayani Arifin Manggau, Arifin Asa Utami Sallewatang AZIZAH AMAL Bonita Mahmud Carmelita Patrisia Due Eka Trisna Handayani Fadhilah Afifah Fajri Rahayu Gabrien Bunduk Hafisah Hajerah Hardianto Rahman Hasmita Hasmita Herlina Herlina Hasan Herlina Herlina Ilyas, Sitti Nurhidayah Ineke Alriani Inneke Alriani Ismiyati Ismiyati Listiani Listiani Miftahurrahma Kaharuddin Muh. Yusri Bachtiar Muhammad Hayun Muhammad Thoha Abdurrohman Muhammad Yusri Bachtiar Muhammad Yusri Bactiar Mulyadi - Mutiara Nabila Mahdia Nidha Eka Restuti Munawir Noviani Noviani Nur Asia Rahim Nur Chafidah Nur Fajri Indayani Nur Hilmiyah NURHALIZA NURITA QALBU Nurmi Ar. Salam Nurul Putri Ramadhani Parwoto Purnamasari Marifuddin Rahmatiah Rahmatiah Ramlah Yusran Ratna Dewi Ratnawati Ratnawati Rifka Irfainy RIKA KURNIA R Rusmayadi Rusmayadi Rusmayadi Sadaruddin, Sadaruddin Salma Samputri Samirah Samirah Sayidiman Sayidiman Siska St Marwana Aisyah Marwa Sunarsih Sunarsih Syamsuardi Saodi Umahayatul Umahayatul usman usman Widia Winata