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All Journal Buhuts Al Athfal Buhuts Al Athfal : Jurnal Pendidikan dan Anak Usia Dini
Kartikasari, Riska
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Religion Arts Humanities Education Health Professions Public Health 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.
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.
Co-Authors Arisanti, Fifi Eka Agustina, Eka Muti'ah, Muti'ah Uyuni, Tiyana Nur Yusuf, Arief Rahman