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All Journal Urwatul Wutsqo : Jurnal Studi Kependidikan dan Keislaman Generasi: Jurnal Pendidikan Anak Usia Dini
Abdurohman, M.
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Religion Education Languange, Linguistic, Communication & Media Mathematics Public Health Other

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The Transformation of Moral Education Through Strategic Management Based on Islamic Values Abdurohman, M.; Khori, Ahmad
Urwatul Wutsqo: Jurnal Studi Kependidikan dan Keislaman Vol. 14 No. 3 (2025): Sociocultural Islamic Education
Publisher : Lembaga Penelitian, Penerbitan dan Pengabdian Masyarakat (LP3M) STIT Al Urwatul Wutsqo - Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54437/urwatulwutsqo.v14i3.2445

Abstract

This study examines the strategies and implementation of Islamic character education at Madrasah Aliyah Asshidiqiyah Karawang, with a focus on integrating Islamic values into the curriculum, teaching methods, and school culture. Using a qualitative case study approach, data were collected through observations, in-depth interviews with teachers and students, and document analysis. The findings reveal a holistic approach that integrates Islamic values into both academic and extracurricular activities, such as project-based learning, congregational prayers, dhikr (remembrance), and social service programs. Teachers serve as primary role models, supported by parental involvement and school policies. Despite challenges like limited teacher training, external environmental influences, and less-than-optimal parental participation, the character education program significantly improved students’ discipline, honesty, and social responsibility. The study concludes that Islamic character education is effective when implemented comprehensively and collaboratively among schools, teachers, and families. It recommends enhancing teacher training, strengthening community partnerships, and conducting ongoing evaluations to ensure the program’s sustainability and success.
Optimizing Play-Based Learning for Early Childhood in the Digital Era Abdurohman, M.
Generasi: Jurnal Pendidikan Anak Usia Dini Vol. 2 No. 2 (2024): Generasi : Jurnal Pendidikan Anak Usia Dini
Publisher : Sekolah Tinggi Agama Islam Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59784/generasi.v2i2.310

Abstract

Background: Play-based learning is a foundational approach in early childhood education that supports holistic child development. However, amid increasing digitalization, concerns have emerged regarding the impact of digital technologies on traditional play-based pedagogies, despite their potential educational benefits.Objective: This study aims to examine the optimization of play-based learning approaches in early childhood education within digital contexts by comparing traditional play-based learning, technology-integrated play, and hybrid approaches that combine both modalities.Method: This mixed-methods study involved 156 children aged 4–6 years from eight early childhood centers. Three pedagogical conditions were compared: traditional play-based learning, technology-integrated play, and hybrid approaches. Data were collected over eight months through developmental assessments, observational protocols, teacher surveys, and parent interviews. Quantitative analyses were conducted to evaluate developmental outcomes across conditions.Findings and Implications: Results indicated that hybrid approaches produced superior outcomes in cognitive (d = 0.82), social-emotional (d = 0.76), and creative development (d = 0.91) compared to technology-only conditions, while maintaining comparable results to enhanced traditional play. Technology-integrated play showed benefits in specific cognitive skills (e.g., spatial reasoning and problem-solving) but demonstrated reductions in social interaction quality (42%) and imaginative play complexity (38%). Optimal integration involved limiting screen-based activities to 20–25% of total play time, emphasizing open-ended digital tools, and ensuring teacher-facilitated rather than solitary technology use. These findings highlight the importance of balanced integration strategies, educator training in technology-enhanced pedagogy, developmentally appropriate digital materials, and evidence-based guidelines for technology use in early childhood settings.Conclusion: Play-based learning remains foundational for early childhood development in digital contexts. Technology should function as a supplementary tool rather than a replacement for traditional play, and its integration must be carefully structured to preserve the essential developmental functions of play while leveraging digital affordances.
Co-Authors Ahmad Khori