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Lily Muliana Mustafa
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Education

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Teachers perceptions of digital learning: A case study of the learning process at Bahtera Multiple Intelligence Preschool in Bukit Jelutong City, Malaysia Kurnia Sary; Muqodas, Idat; Nikawanti, Gia; Lily Muliana Mustafa
Jurnal Pendidikan Anak Vol 7 No 1 (2025): Child Education Journal April
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v7i1.7249

Abstract

The importance of teachers understanding of technology integration in early childhood education has become one of the key issues in today’s educational environment. The aim of this study is to explore teachers perceptions of the use of digital learning. The subjects of this research are the teachers and the owner of Bahtera Multiple Intelligence Preschool in Malaysia. The instruments used in this study are observation and interviews. Data collection was conducted through in-depth interviews related to digital learning. Data were analyzed using triangulation, coding, and data reduction methods, focusing on the identification of key themes from the interview transcripts. The results of the study indicate that teachers have diverse views on the effectiveness, ease of use, and challenges of digital learning. These perceptions are influenced by the availability of technological resources, training, and the teachers personal preferences regarding learning methods.
Exploration of stimulating children's naturalistic intelligence at Bahtera Multiple Intelligence Preschool Malaysia Sugiyana, Lista; Agustin, Mubiar; Muqodas, Idat; Lily Muliana Mustafa
Jurnal Pendidikan Anak Vol 7 No 1 (2025): Child Education Journal April
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v7i1.7257

Abstract

Naturalist intelligence is a crucial aspect of early childhood development as it encourages children to recognize and directly interact with the natural environment. However, children's interaction with nature has declined due to the dominance of academic curricula and the increasing use of technology in learning, which limits environmental exploration and potentially hinders their cognitive and social development. Amid these challenges, it is essential to understand how learning strategies can be optimized to stimulate children's naturalist intelligence in a contextual manner that reflects the dynamics of field implementation, the challenges encountered, and the solutions adopted. This study employed a descriptive qualitative method using a case study approach. The research subjects were 12 students at Bahtera Multiple Intelligence Preschool, Malaysia. Data collection techniques included observation, interviews, and documentation of learning activities involving children aged 3–4 years. The results indicate that nature exploration, messy play, and nature walks are effective approaches in stimulating naturalist intelligence. These strategies are supported by the use of indoor exploration spaces and nature-based materials as solutions to external constraints such as weather conditions and high exposure to digital technology among children. These findings contribute to the development of adaptive learning strategies tailored to the characteristics of naturalist intelligence in early childhood.
Co-Authors Idat Muqodas Kurnia Sary Mubiar Agustin Nikawanti, Gia Sugiyana, Lista