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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

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

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.

Integrasi Perangkat Web Interaktif dalam Pembelajaran Tematik Anak Usia Dini: Studi Deskriptif Kualitatif di PAUD Ponorogo Nur Fahmi, Muhammad; Syapon, Syapon; Kartikasari, Riska; Agustina, Eka; Dwi Laksana, Sigit
Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Vol. 5 No. 2 (2025): Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Al-Kifayah Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53398/arraihanah.v5i2.731

The integration of technology in early childhood education represents a strategic response to the challenges of 21st-century learning, particularly within the Merdeka Belajar (Independent Learning) era that emphasizes institutional innovation and autonomy. This study aims to describe the implementation of interactive web-based tools in thematic learning for early childhood in Ponorogo, Indonesia. A descriptive qualitative approach was employed, involving teachers and students as participants. Data were collected through observations, interviews, and documentation, and analyzed thematically. The findings reveal that (1) the use of interactive web tools with visual and audio features significantly enhanced children’s engagement in the learning process; (2) thematic activities became more meaningful by connecting content with children’s daily experiences; (3) teachers benefited from the tools by designing more varied and developmentally appropriate learning activities; and (4) challenges arose from limited digital infrastructure and varying levels of teacher readiness in utilizing technology. These results highlight that integrating interactive web tools is a relevant and promising digital innovation to improve the quality of thematic learning in early childhood education, provided that continuous teacher training and adequate infrastructure are ensured

REFLEKSI KOLEKTIF DAN DOKUMENTASI DIGITAL UNTUK MENINGKATKAN LITERASI SOSIAL MAHASISWA DALAM KEGIATAN KULIAH KERJA LAPANGAN Wahyuningsih, Sri; Kartikasari, Riska; Panglipur, Diana Wahyu; Juppenny, Ryan; Mahardhani, Ardhana Januar
Journal of Community Empowerment Vol 4, No 3 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jce.v4i3.36670

ABSTRAK Kegiatan belajar di lapangan di universitas sering kali tidak disertai dengan proses refleksi bersama serta penggunaan dokumentasi digital yang teratur, sehingga potensi pengembangan literasi sosial mahasiswa tidak optimal. Penelitian pengabdian ini bertujuan untuk mengembangkan model refleksi kolektif dan dokumentasi digital dalam meningkatkan kecakapan sosial mahasiswa selama pelaksanaan Kuliah Kerja Lapangan (KKL) di Semarang. Metode pelaksanaan menerapkan pendekatan experiential learning yang mencakup observasi langsung di Kota Semarang dokumentasi visual berupa foto, video, dan catatan lapangan; serta sesi refleksi kolektif dan penerbitan digital. Hasil kegiatan menunjukkan bahwa penggabungan refleksi bersama dan dokumentasi digital dapat meningkatkan pemahaman mahasiswa mengenai dinamika sosial, budaya, manajerial, dan keagamaan di tempat KKL. Mahasiswa juga memperlihatkan perkembangan dalam kemampuan berpikir kritis, analisis sosial, dan literasi digital melalui pembuatan video refleksi dan materi publikasi. Secara keseluruhan, model ini berhasil mengubah pengalaman lapangan menjadi pengetahuan sosial yang relevan. Rekomendasi utama penelitian ini adalah pentingnya institusionalisasi sesi refleksi kolektif yang terstruktur dan penerbitan digital sebagai komponen wajib dalam kurikulum KKL untuk meningkatkan proses pembelajaran mahasiswa Kata kunci: dokumentasi digital, pembelajaran eksperiental, kuliah kerja lapang, literasi sosial, refleksi kolektif ABSTRACTField-based education in higher learning frequently lacks comprehensive collective reflection or organized digital records, leading to inadequate growth of students’ social literacy. This study on community engagement seeks to create and assess a collective reflection and digital documentation model to improve students’ social literacy during a fieldwork program in Semarang. The methodology utilized an experiential learning strategy that included field observations at Semarang City; visual documentation through images, videos, and field notes; and subsequently collective reflection sessions alongside digital publication activities. The findings show that combining group reflection with digital documentation greatly enhances students’ comprehension of social, cultural, managerial, and religious dynamics experienced during fieldwork. Students showed enhanced critical thinking, social analysis, and digital literacy skills, particularly noticeable in their reflective videos and online publications. The research indicates that this model successfully converts field experiences into significant social understanding. The primary suggestion is to make structured collective reflection and digital publication mandatory aspects of fieldwork programs to enhance students' educational experiences Keywords: digital documentation; experiential learning; fieldwork; social literacy; collective reflection

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