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All Journal JPK (Jurnal Pancasila dan Kewarganegaraan) Buhuts Al Athfal Buhuts Al Athfal : Jurnal Pendidikan dan Anak Usia Dini
Uyuni, Tiyana Nur
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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.
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.
Kepemimpinan Pembelajaran Kepala Sekolah dalam Penguatan Profesionalisme Guru Berbasis Pesantren di TK PAS Nurul Qur’an Bungkal Ponorogo Uyuni, Tiyana Nur; Sulton, Sulton
JPK (Jurnal Pancasila dan Kewarganegaraan) Vol 11 No SpecialIssue(2) (2026): Issue Pedagogi
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/jpk.v11iSpecialIssue(2).13117

Abstract

Principal Instructional Leadership in Strengthening Pesantren-Based Teacher Professionalism at TK PAS Nurul Qur’an Bungkal Ponorogo". Early childhood education (ECE) plays a strategic role in building children’s cognitive, socio emotional, moral, and spiritual foundations. Teacher professionalism is a crucial factor in ensuring the quality of learning, particularly in pesantren-based kindergartens where academic instruction is integrated with Islamic values. Teacher professionalism is strongly influenced by school leadership, especially instructional leadership. This study aims to describe the instructional leadership of the principal in strengthening teacher professionalism in a pesantren-based kindergarten at TK PAS Nurul Qur’an Bungkal Ponorogo. This research employed a qualitative descriptive approach involving the principal and kindergarten teachers selected through purposive sampling. Data were collected through in-depth interviews, classroom observations, and document analysis, and analyzed using descriptive qualitative techniques through data categorization, interpretation, and thematic conclusion drawing. The findings indicate that the principal implemented instructional leadership by prioritizing learning quality as the core focus of school management. Instructional leadership was manifested through active involvement in lesson planning, collaborative academic supervision, and continuous teacher mentoring. These practices contributed to improved pedagogical competence, professional commitment, reflective teaching practices, and the integration of Islamic values into early childhood learning. Despite challenges such as limited facilities and administrative workload, adaptive and collaborative leadership practices were able to minimize these constraints. This study concludes that contextual, collaborative, and value-based instructional leadership plays a key role in strengthening teacher professionalism in pesantren-based kindergartens.
Co-Authors Arisanti, Fifi Eka Agustina, Eka Kartikasari, Riska Muti'ah, Muti'ah Sulton Sulton, Sulton Yusuf, Arief Rahman