Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Pendidikan dan Keislaman Jurnal Riset Multidisiplin Edukasi
Trismayanti, Euis
Unknown Affiliation
Religion Education Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Problematika Pendidikan Islam Anak Usia Dini Di Era Digital: Tantangan Dan Solusi Untuk Pengembangan Karakter Trismayanti, Euis
Jurnal Ilmiah Pendidikan dan Keislaman Vol. 4 No. 2 (2024): Jurnal Ilmiah Pendidikan dan Keislaman
Publisher : STAI Darul Qalam Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55883/jipkis.v4i2.156

Abstract

This qualitative case study examines the problems of early childhood Islamic character education in the digital era. Adopting Bandura's Social Learning Theory[1] and Bronfenbrenner's Ecological System[2], the study identified key challenges such as exposure to easily replicable negative content, screen time management difficulties, limited supervision, and value conflicts due to digital penetration in children's microsystems. The solutions identified include active parental mentoring, institutional strategies for Islamic PAUD, curation of Islamic digital content, strengthening direct interaction and habituation of values, and collaboration between home and school.
Transformasi Pendidikan Di Lembaga Raudlatul Athfal: Strategi Menghadapi Tantangan Zaman Kekinian Trismayanti, Euis
Jurnal Riset Multidisiplin Edukasi Vol. 2 No. 4 (2025): Jurnal Riset Multidisiplin Edukasi (Edisi April 2025)
Publisher : PT. Hasba Edukasi Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71282/jurmie.v2i4.232

Abstract

This qualitative case study research examines the educational transformation strategy in Raudlatul Athfal (RA) in facing the challenges of today's times. Based on the constructivist theories of Piaget and Vygotsky, the study explored the implementation of child-centered learning through interviews and observations in urban and suburban RA. The findings show a significant shift towards constructivist strategies such as project-based learning and self-exploration, which increases children's active engagement and creativity. Although the implementation varies and faces resource constraints and teacher competence, this transformation is considered effective in preparing children with 21st century competencies.
Co-Authors