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All Journal Aulad : Journal on Early Childhood Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Tadris: Jurnal Pendidikan Islam
MOH SYAIKHOL HADI
Universitas Islam Indonesia
Religion Humanities Education Public Health Social Sciences

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Teachers’ Challenges in ICT Integration for Early Childhood Education: A Systematic Literature Review Hawa Nurul Jannah; Rita Mariyana; Moh Syaikhol Hadi
Aulad: Journal on Early Childhood Vol. 9 No. 1 (2026): January-April 2026
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/aulad.v9i1.1500

Abstract

Teachers still encounter obstacles when trying to include ICT into early childhood education, despite the growing importance of this practice in promoting digital literacy and age-appropriate learning. Researchers in this study want to learn more about current trends in the field and the obstacles that educators have when trying to include technology into their work with young children. Using the criteria outlined in PRISMA 2020, a systematic literature review was performed using 23 journal articles indexed by Scopus and published between 2016 and 2025. Studies that focused on teachers' experiences, both empirically and conceptually, made up the unit of analysis. Data were analyzed using thematic synthesis and bibliometric mapping to identify patterns and trends. The findings reveal growing research interest in ICT-ECE, alongside persistent barriers related to infrastructure, limited professional development, low TPACK levels, and difficulties aligning ICT with play-based pedagogy. These results imply the need for context-sensitive ICT integration models and sustained teacher capacity building to inform policy and practice.
The Dynamics of Islamic Civilization and the Formation of Islamic Educational Thought in the Kingdom of Banjar Through the Role of Sheikh Muhammad Arsyad Al-Banjari Moh Syaikhol Hadi; M Bahru Wahyuning Aji; Dzulkifli Hadi Imawan
Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan Vol 10 No 1 (2026): April
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/fhs.v10i1.34053

Abstract

This article examines the dynamics of Islamic civilization and the formation of Islamic educational thought in the Banjar Sultanate during the seventeenth to eighteenth centuries, with a particular focus on the role of Shaykh Muhammad Arsyad al-Banjari as a central intellectual figure. This study is significant because previous research has largely emphasized political aspects and Islamic propagation in Banjar, while the dimensions of Islamic educational thought and practice within the context of local civilization have received relatively limited scholarly attention. The study aims to analyze the interrelationship between the process of Islamization, power structures, and the development of Islamic education, as well as to elucidate the contribution of Shaykh Muhammad Arsyad al-Banjari in shaping scholarly traditions and Islamic education in Banjar. This research employs a qualitative approach using library research, with content analysis applied to the works of Shaykh Muhammad Arsyad al-Banjari, particularly Sabilal Muhtadin, alongside historical sources and relevant academic studies. The findings indicate that Islamic education in the Banjar Sultanate developed organically through institutions such as mosques, prayer halls (langgar), and pesantren, supported by a harmonious relationship between religious scholars and political authorities. Shaykh Muhammad Arsyad al-Banjari played a significant role in establishing an integrative paradigm of Islamic education that combined knowledge, moral conduct (adab), and social practice, thereby positioning education as a foundation for the formation of religious character and local Islamic civilization.
Reconstruction of The Philosophy and Paradigm of Islamic Education Moh Syaikhol Hadi; Noor Khalisatur Rahmah AR; Mellani Putri Rahayu Buwono
TADRIS: Jurnal Pendidikan Islam Vol 21 No 1 (2026)
Publisher : Universitas Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/tjpi.v21i1.22357

Abstract

This study aims to examine the urgency of reconstructing Islamic educational philosophy and paradigms in response to the challenges of globalization, the dichotomy of knowledge, and the rigid-indoctrinated nature of traditional pedagogy. Although ideally transformative, the practice of Islamic education still faces methodological limitations and slow adaptation to technology. This research employs a qualitative method using a library research approach, utilizing content analysis and philosophical hermeneutics on relevant primary and secondary literature. The results indicate that the reconstruction of Islamic education must be focused on strengthening the foundation of tawhid, integrating science and religion, and reinforcing the role of humans as stewards (khalifah) on earth and education as an act of worship. The main argument presented is that renewing traditional paradigms toward modernization and integrative-interreflective paradigms is crucial for Islamic education to remain relevant without eroding its spiritual identity. The implications of this study recommend five key strategies: redesigning an integrative curriculum, strengthening critical consciousness-oriented learning methodologies, enhancing teacher competence with a prophetic-global perspective, transforming digital epistemology and cyber-ethics based on Akhlak Karimah, and revitalizing scientific research traditions for civilizational development.
Co-Authors Dzulkifli Hadi Imawan Hawa Nurul Jannah M Bahru Wahyuning Aji Mellani Putri Rahayu Buwono Noor Khalisatur Rahmah AR Rita Mariyana