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All Journal Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Journal of Early Childhood Education (JECE)
Sarah Setianingsih
Universitas Pendidikan Indonesia
Religion Humanities Education Library & Information Science Nursing Social Sciences

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CHARACTER BASED-AREA LEARNING MODEL IN YOUNG CHILDREN Nurul Maulana Putri; Sulistiawati Sari; Sarah Setianingsih; RR. Deni Widjayatri
Journal of Early Childhood Education (JECE) JECE (Journal of Early Childhood Education) | Vol. 3 No. 2 December 2021
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jece.v3i2.23756

Abstract

Early Childhood Education (ECE) is an effort to foster children from birth to the age of six, which is carried out by providing educational stimuli to help physical and spiritual growth and development so that children have further readiness. Character development is very important to start early. At the age of childhood or the golden age, it is proven to determine a child's ability to develop his potential greatly. Several early childhood learning models include classical, group, and area learning models based on activity angles and BCCT learning models. This study aims to develop the character of early childhood with the area learning model. This study uses a biographical approach, and the type of research used is a literature study. The results of this study provide opportunities for students to choose or carry out their activities according to their interests. Early childhood character development with the area learning model will be more interesting, interactive, and fun if teachers and students work together for the quality of learning that can be improved in a better direction.
Integration of Digital Storytelling in Project-Based Learning: A Systematic Literature Review Sarah Setianingsih; Didin Saripudin
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 10 No 2 (2026): Agustus
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v10i2.36163

Abstract

Limited student engagement, passive teaching patterns, and underdeveloped historical thinking skills pose challenges to history learning. Therefore, in the context of rapid digital transformation, innovative, student-centered pedagogies are essential to create meaningful learning experiences. However, technology integration often remains confined to technical implementation, lacking a robust pedagogical framework. This study aims to identify, examine, and synthesize the usage patterns, impacts, challenges, and opportunities associated with the integration of digital storytelling within project-based history learning. Employing a Systematic Literature Review (SLR) methodology, this research synthesizes findings from 14 articles sourced from Scopus and Web of Science, with Google Scholar utilized as a supplementary database, covering publications from 2019 to 2025. The reviewed literature indicates that digital storytelling functions as an integrated meaning-making tool, spanning from source exploration to historical reflection. The findings show that the integration of digital storytelling in project-based history learning supports students’ historical understanding, engagement, digital literacy, and historical empathy through contextual and reflective learning processes. However, successful implementation depends not only on technological infrastructure but also on teachers’ pedagogical readiness and instructional scaffolding. The implications of this study emphasize that the integration of project-based learning and digital storytelling requires a shift from technical mastery toward structured pedagogical support to facilitate meaningful history learning in the digital era.
Co-Authors Nurul Maulana Putri Saripudin, Didin Sulistiawati Sari Widjayatri, Rr. Deni