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All Journal Buhuts Al Athfal Buhuts Al Athfal : Jurnal Pendidikan dan Anak Usia Dini Journal of Early Childhood Education Studies Communautaire: Journal of Community Service Journal of Humanities and Social Studies
Arisanti, Fifi
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Physics Public Health Social Sciences Other

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Integrating Humanism Theory into Early Childhood Education Policy in the Digital Era: Opportunities and Challenges of Modernization in Indonesia Arisanti, Fifi; Uyuni, Tiyana Nur; Kartikasari, Riska; Agustina, Eka; Muti'ah, Muti'ah; Yusuf, Arief Rahman
BUHUTS AL ATHFAL: Jurnal Pendidikan dan Anak Usia Dini Vol 5, No 1 (2025)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/alathfal.v5i1.14252

Abstract

This article analyzes the implementation of humanism theory in early childhood education (ECE) policies in the digital era, highlighting the opportunities and challenges arising amid modernization. The main focus is to understand how a humanistic approach, which places children at the center of the learning process, can be effectively applied in the context of technological advancement. The aim of this article is to elucidate the relevance of humanism theory in education policies in the digital age and identify strategies to optimize learning based on humanistic values. This study employs a conceptual approach and literature analysis to explore the interconnection between humanism theory, education policies, and technological developments. Data is analyzed through a critical review of relevant literature, including case studies of education policies from various countries. The findings reveal that applying humanism theory in ECE policies during the digital era can enhance children’s learning experiences through the integration of technology that supports holistic development. However, challenges such as the digital divide and the lack of teacher training in humanism-based approaches pose significant obstacles. The implications of these findings emphasize the importance of designing child-centered policies, providing continuous teacher training, and developing digital tools aligned with humanistic values. This article offers insights for policymakers, educators, and researchers to foster inclusive and future-oriented early childhood education.
REVITALIZATION OF TRADITIONAL BALL TOSS GAMES TO ENHANCE COOPERATION AND COMMUNICATION AMONG EARLY CHILDHOOD CHILDREN Muttaqin, Muhammad’Azam; Arisanti, Fifi
JOURNAL OF HUMANITIES AND SOCIAL STUDIES Vol. 3 No. 02 (2025): MAY 2025
Publisher : Media Inovasi Pendidikan dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Traditional games are increasingly overshadowed by the advancement of modern technology, making their revitalization essential to preserve cultural values while supporting the social development of early childhood children. This article aims to explore the role of the traditional ball toss game as a medium for enhancing cooperation and communication among early childhood children. The primary focus of this study is how the game can be utilized as an effective learning strategy in both formal and informal educational settings. The research employs a descriptive qualitative approach, involving participant observation of 20 children aged 5–6 years who participated in the ball toss game within a community playground setting. In-depth interviews were conducted with educators and parents to understand the impact of the game on children's social development. The data were analyzed thematically to identify patterns of interaction and communication that emerged during the activities.The findings reveal that the ball toss game encourages children to work collaboratively in groups, develop verbal and non-verbal communication skills, and strengthen social bonds among peers. Additionally, the game helps children understand concepts such as roles, rules, and sharing. The implications of this study highlight the importance of integrating traditional games into early childhood education curricula as a learning medium that supports social and emotional development. This research makes a significant contribution to culturally relevant and sustainable learning strategies.
Integrating Humanism Theory into Early Childhood Education Policy in the Digital Era: Opportunities and Challenges of Modernization in Indonesia Arisanti, Fifi; Uyuni, Tiyana Nur; Kartikasari, Riska; Agustina, Eka; Muti'ah, Muti'ah; Yusuf, Arief Rahman
BUHUTS AL ATHFAL: Jurnal Pendidikan dan Anak Usia Dini Vol 5, No 1 (2025)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/alathfal.v5i1.14252

Abstract

This article analyzes the implementation of humanism theory in early childhood education (ECE) policies in the digital era, highlighting the opportunities and challenges arising amid modernization. The main focus is to understand how a humanistic approach, which places children at the center of the learning process, can be effectively applied in the context of technological advancement. The aim of this article is to elucidate the relevance of humanism theory in education policies in the digital age and identify strategies to optimize learning based on humanistic values. This study employs a conceptual approach and literature analysis to explore the interconnection between humanism theory, education policies, and technological developments. Data is analyzed through a critical review of relevant literature, including case studies of education policies from various countries. The findings reveal that applying humanism theory in ECE policies during the digital era can enhance children’s learning experiences through the integration of technology that supports holistic development. However, challenges such as the digital divide and the lack of teacher training in humanism-based approaches pose significant obstacles. The implications of these findings emphasize the importance of designing child-centered policies, providing continuous teacher training, and developing digital tools aligned with humanistic values. This article offers insights for policymakers, educators, and researchers to foster inclusive and future-oriented early childhood education.
Digitalization of Islamic Education Based on Muhammadiyah Da'wah: Building Tolerance and Religious Literacy in the Society 5.0 Era Nurjan, Syarifan; Arisanti, Fifi; Habiby, Jawwad Sulthon; Winanto, Asis Riat
Communautaire: Journal of Community Service Vol. 4 No. 2 (2025)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/communautaire.v4i2.1143

Abstract

The digitalization of Islamic education based on Muhammadiyah da'wah has become an innovative strategy to enhance religious literacy and tolerance in the Society 5.0 era. This study aims to analyze the role of digitalized Muhammadiyah da'wah in fostering a moderate and inclusive understanding of Islam. The research employs a descriptive qualitative method with data triangulation through interviews, observations, and document analysis. The findings indicate that digital da'wah utilizing social media and digital platforms can expand the reach of Islamic literacy and increase awareness of religious tolerance in society. This strategy effectively addresses the challenges of conventional da'wah while fostering active engagement among younger generations in understanding Islam as rahmatan lil ‘alamin. The implications of this study suggest that the development of Muhammadiyah's digital da'wah holds significant potential for transforming Islamic education into an inclusive, collaborative, and technology-driven system. Therefore, optimizing the use of digital media should be continuously developed to support broader and more sustainable religious literacy.
Pendekatan Holistik Dalam Pendidikan Anak Usia Dini: Menyelaraskan Aspek Kognitif, Emosional dan Sosial Wahyudi, Mukhammad; Arisanti, Fifi; Muttaqin, Muhammad ‘Azam
JOURNAL OF EARLY CHILDHOOD EDUCATION STUDIES Vol 4 No 1 (2024): Juni
Publisher : Program Studi Pendidikan Islam Anak Usia Dini STAI YPBWI Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54180/joeces.2024.4.1.33-72

Abstract

Pendidikan anak usia dini (PAUD) merupakan fondasi penting bagi perkembangan anak. Namun, banyak program PAUD yang cenderung fokus pada aspek kognitif dan mengabaikan perkembangan emosional dan sosial anak. Penelitian ini bertujuan untuk mengeksplorasi dan mengimplementasikan pendekatan holistik dalam PAUD yang menyelaraskan aspek kognitif, emosional, dan sosial. Metode penelitian yang digunakan adalah studi kasus kualitatif dengan pengumpulan data melalui wawancara mendalam, observasi kelas, dan dokumentasi. Hasil penelitian menunjukkan bahwa pendekatan holistik dapat meningkatkan keseimbangan perkembangan anak, baik dalam aspek kognitif, emosional, maupun sosial. Pendekatan ini juga memperlihatkan peningkatan keterlibatan orang tua dan efektivitas pembelajaran di kelas. Temuan ini menegaskan pentingnya integrasi aspek-aspek tersebut dalam kurikulum PAUD untuk mendukung perkembangan anak secara komprehensif. Komentar tentang pentingnya hasil atau kesimpulan singkat: Implementasi pendekatan holistik dalam PAUD tidak hanya meningkatkan perkembangan kognitif anak, tetapi juga memperkuat kemampuan emosional dan sosial mereka, yang esensial untuk kesiapan sekolah dan kehidupan mereka di masa depan.
Penggunaan Teknologi Augmented Dengan Pendekatan Studi Eksploratif Reality dalam Pembelajaran Anak Usia Dini Arisanti, Fifi; Sulthon Habiby, Jawwad; Muttaqin, Muhammad ‘Azam
JOURNAL OF EARLY CHILDHOOD EDUCATION STUDIES Vol 4 No 1 (2024): Juni
Publisher : Program Studi Pendidikan Islam Anak Usia Dini STAI YPBWI Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54180/joeces.2024.4.1.73-104

Abstract

Studi ini mengeksplorasi penggunaan teknologi Augmented Reality (AR) dalam konteks pendidikan anak usia dini. Penelitian dilakukan untuk memahami bagaimana AR dapat diintegrasikan dalam pembelajaran untuk meningkatkan pemahaman konsep dan keterlibatan anak-anak. Metode penelitian yang digunakan adalah studi eksploratif dengan fokus pada pengalaman guru, respon anak, serta tantangan dan peluang implementasi AR di kelas-kelas PAUD. Data dikumpulkan melalui wawancara mendalam dengan guru dan observasi langsung terhadap aktivitas belajar anak-anak menggunakan AR. Hasil penelitian menunjukkan bahwa penggunaan AR dapat meningkatkan motivasi belajar anak-anak dan memfasilitasi pemahaman mereka terhadap konsep-konsep abstrak. Namun, implementasi AR juga menghadapi sejumlah tantangan seperti keterbatasan teknis dan kurangnya pelatihan bagi guru. Implikasi penelitian ini mencakup rekomendasi bagi pendidik dan pengembang kurikulum dalam mengintegrasikan teknologi AR secara efektif dalam pembelajaran anak usia dini.
Co-Authors Asis Riat Winanto, Asis Riat Eka Agustina, Eka Habiby, Jawwad Sulthon Kartikasari, Riska Muti'ah, Muti'ah Muttaqin, Muhammad ‘Azam Muttaqin, Muhammad’Azam Nurjan, Syarifan Sulthon Habiby, Jawwad Uyuni, Tiyana Nur Wahyudi, Mukhammad Yusuf, Arief Rahman