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All Journal Buhuts Al Athfal Buhuts Al Athfal : Jurnal Pendidikan dan Anak Usia Dini Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini
Kartikasari, Riska
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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.
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

Abstract

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
Co-Authors Arisanti, Fifi Dwi Laksana, Sigit Eka Agustina, Eka Muti'ah, Muti'ah Nur Fahmi, Muhammad Syapon, Syapon Uyuni, Tiyana Nur Yusuf, Arief Rahman