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PEMANFAATAN LINGKUNGAN SEKITAR SEBAGAI SUMBER BELAJAR IPS: STUDI KASUS DI SDN 156 PALEMBANG Vioni Ardaniati
CENDEKIA : Jurnal Pendidikan Terintegrasi Vol. 1 No. 3 (2025): Transformasi Pendidikan Inklusif Berbasis Kearifan Lokal dan Digitalisasi Pembe
Publisher : PT. LIB Research Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63982/cendekia.r1rmht62

Penelitian ini bertujuan untuk menganalisis pemanfaatan lingkungan sekitar sebagai sumber belajar IPS di SDN 156 Palembang. Metode yang digunakan adalah deskriptif kualitatif menggunakan teknik purposive sampling terhadap satu guru serta satu peserta didik. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, lalu dianalisis menggunakan model interaktif. Hasil penelitian menunjukkan bahwa guru memanfaatkan lingkungan sekolah melalui simulasi dan pembelajaran pribadi, yang menaikkan partisipasi serta pemahaman peserta didik. Faktor pendukung mencakup dukungan kepala sekolah serta fasilitas yang memadai, sedangkan kendala utamanya ialah keterbatasan ketika serta partisipasi siswa yang tak merata. Penelitian ini menyimpulkan bahwa lingkungan sekolah bisa sebagai laboratorium pembelajaran kontekstual yang efektif dalam pendidikan IPS. Abstract This study aims to analyze the utilization of the surrounding environment as a learning resource for Social Studies (IPS) at SDN 156 Palembang. The method used is descriptive qualitative, employing purposive sampling involving one teacher and one student. Data were collected through observation, interviews, and documentation, then analyzed using an interactive model. The results of the study show that the teacher utilizes the school environment through simulations and personalized learning, which increases student participation and understanding. Supporting factors include the principal’s support and adequate facilities, while the main obstacles are time limitations and uneven student participation. This study concludes that the school environment can serve as an effective contextual learning laboratory in Social Studies education.

Model Empiris Pengaruh Artificial Intelligence terhadap Kreativitas Belajar Mahasiswa: Integrasi TAM dan Creativity Theory dalam Pendekatan Kuantitatif Eksplanatori Lalu Muktar; Lalu Ibrohim Burhan
CENDEKIA : Jurnal Pendidikan Terintegrasi Vol. 1 No. 3 (2025): Transformasi Pendidikan Inklusif Berbasis Kearifan Lokal dan Digitalisasi Pembe
Publisher : PT. LIB Research Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63982/cendekia.ws0q4t90

Perkembangan pesat teknologi Artificial Intelligence (AI) telah menciptakan peluang baru bagi peningkatan kualitas pembelajaran di pendidikan tinggi, namun riset sebelumnya masih berfokus pada efektivitas teknis dan belum mengungkap secara komprehensif bagaimana AI memengaruhi kreativitas mahasiswa sebagai kompetensi utama abad ke-21. Kesenjangan ini menuntut kajian empiris yang memetakan hubungan antara penggunaan AI dan dinamika berpikir kreatif mahasiswa dalam konteks Indonesia. Penelitian ini bertujuan menginvestigasi pengaruh penggunaan AI terhadap kreativitas belajar mahasiswa pendidikan, dengan mengevaluasi intensitas penggunaan, persepsi pengguna, serta kontribusi fitur AI tertentu terhadap kreativitas. Metode yang digunakan berupa desain kuantitatif eksplanatori dengan 110 responden, dianalisis melalui regresi linear dan validasi wawancara, menggunakan instrumen berbasis TAM dan indikator kreativitas Guilford. Hasil menunjukkan bahwa penggunaan AI berada pada kategori tinggi dan berpengaruh signifikan terhadap kreativitas mahasiswa (β = 0.431, p < 0.001), terutama melalui fitur generative feedback dan idea generation tools. Persepsi kemudahan dan kebermanfaatan memperkuat hubungan tersebut, sementara aspek orisinalitas tetap menjadi tantangan. Temuan ini menegaskan bahwa AI berperan sebagai katalis kognitif yang dapat memperluas fluency dan flexibility mahasiswa, sekaligus memberikan bukti empiris baru bagi pengembangan teori TAM dan Creativity Theory. Implikasi praktisnya mencakup kebutuhan integrasi AI secara pedagogis untuk mendukung kreativitas tanpa mengabaikan risiko ketergantungan, serta membuka arah penelitian baru mengenai variasi platform AI dan pendekatan longitudinal untuk menilai dampak jangka panjangnya. Abstract The rapid advancement of Artificial Intelligence (AI) has reshaped learning ecosystems in higher education worldwide; however, existing studies predominantly emphasise technical efficiency rather than examining how AI influences students’ creativity, a core competency of the twenty-first century. This knowledge gap highlights the need for empirical evidence that maps the relationship between AI usage and creative cognitive processes within the Indonesian higher education context. This study aimed to investigate the influence of AI usage on the learning creativity of education students, assessing usage intensity, user perceptions, and the contribution of specific AI features. An explanatory quantitative design was applied to 110 participants, analysed through linear regression and qualitative validation using TAM-based constructs and Guilford’s creativity indicators. The results revealed high AI adoption and a significant effect on student creativity (β = 0.431, p < 0.001), particularly driven by generative feedback and idea generation tools. Perceived ease of use and perceived usefulness strengthened this relationship, although originality remained relatively limited. The findings indicate that AI functions as a cognitive catalyst that enhances students’ fluency and flexibility, contributing new empirical insights to the development of TAM and Creativity Theory frameworks. Practically, the study underscores the importance of integrating AI pedagogically to support creativity while addressing potential dependency risks, and it opens avenues for future research involving multi-platform AI comparison and longitudinal approaches to assess long-term impacts.

Model Integratif Budaya Sekolah–Karakter untuk Menjelaskan Integritas Siswa di Sekolah Multikultural: Studi Mixed Methods Sequential Explanatory Muhammad Fahrudin Alawi; Lalu Ibrohim Burhan
CENDEKIA : Jurnal Pendidikan Terintegrasi Vol. 1 No. 3 (2025): Transformasi Pendidikan Inklusif Berbasis Kearifan Lokal dan Digitalisasi Pembe
Publisher : PT. LIB Research Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63982/cendekia.dkqwzq91

Dalam konteks pendidikan global yang semakin multikultural, peran budaya sekolah sebagai ekosistem pembentuk karakter memperoleh perhatian strategis, namun sejumlah studi sebelumnya masih menitikberatkan pada dimensi pedagogis sehingga keterkaitan sistemik antara struktur budaya sekolah dan pembentukan integritas belum terpetakan secara komprehensif. Kesenjangan pengetahuan ini terutama terlihat pada sekolah-sekolah dengan keberagaman etnis dan agama tinggi, di mana mekanisme pembentukan integritas membutuhkan pemahaman yang lebih mendalam atas dinamika nilai, interaksi sosial, dan praktik institusional. Penelitian ini bertujuan untuk menginvestigasi pengaruh elemen-elemen budaya sekolah terhadap penguatan karakter integritas siswa SMA pada konteks multikultural. Studi ini menggunakan desain mixed methods sequential explanatory, melibatkan survei kuantitatif terhadap 210 siswa dan pendalaman kualitatif melalui wawancara serta observasi etnografis di tiga sekolah multikultural. Hasil menunjukkan bahwa keteladanan moral guru, norma kejujuran akademik, dan interaksi multikultural terarah merupakan faktor signifikan yang menjelaskan variasi integritas siswa, dengan model kuantitatif mencapai kontribusi 46,2%. Data kualitatif mengonfirmasi konsistensi temuan melalui pola praktik dan frekuensi kemunculan tema. Penelitian ini menunjukkan bahwa integritas siswa diperkuat melalui kombinasi legitimasi moral, struktur norma, dan kualitas interaksi sosial yang dirancang secara sadar. Temuan memperluas pengembangan teori budaya sekolah dan pendidikan karakter dengan memasukkan konteks multikultural sebagai komponen kunci, serta memberikan implikasi praktis bagi perancangan kebijakan dan lingkungan fisik sekolah yang mendukung internalisasi nilai karakter. Abstract In increasingly multicultural educational environments, school culture has gained strategic relevance as a formative ecosystem for character development; however, prior research has predominantly focused on pedagogical practices, leaving the systemic linkages between cultural structures and student integrity insufficiently explored. This knowledge gap is particularly evident in highly diverse schools, where the mechanisms shaping integrity require deeper examination of institutional norms, social interactions, and shared values. This study aimed to investigate the influence of key school culture elements on strengthening senior high school students’ integrity within multicultural contexts. A sequential explanatory mixed-methods design was employed, consisting of a quantitative survey of 210 students followed by qualitative inquiry through interviews and ethnographic observations across three multicultural schools. Results indicated that teacher moral modelling, academic honesty norms, and guided multicultural interaction were the principal factors significantly associated with student integrity, with the structural model explaining 46.2% of variance. Qualitative findings corroborated the quantitative results by documenting consistent behavioural patterns and thematic frequencies. The study demonstrates that integrity formation is reinforced through a combination of moral legitimacy, normative structures, and intentionally designed multicultural interactions. These findings advance the Theory of School Culture and Character Education Theory by integrating multicultural dynamics as a core explanatory component and offer practical implications for policy design and the engineering of school environments that facilitate value internalisation.

Model Pengukuran Kolaborasi Berbasis Rubrik Komprehensif untuk Menilai Efektivitas PjBL pada Mahasiswa Teknik di Era Industri 4.0 Lalu Ibrohim Burhan
CENDEKIA : Jurnal Pendidikan Terintegrasi Vol. 1 No. 3 (2025): Transformasi Pendidikan Inklusif Berbasis Kearifan Lokal dan Digitalisasi Pembe
Publisher : PT. LIB Research Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63982/cendekia.7qx8w897

Transformasi pendidikan tinggi pada era Revolusi Industri 4.0 menuntut model pembelajaran yang mampu mengembangkan keterampilan kolaboratif secara sistematis, namun penelitian sebelumnya masih didominasi penilaian subjektif dan belum menyediakan bukti kuantitatif yang kuat pada mahasiswa pendidikan teknik. Kesenjangan ini menunjukkan perlunya evaluasi empiris yang terukur untuk memahami efektivitas Project-Based Learning (PjBL) dalam konteks pembelajaran berbasis teknologi. Penelitian ini bertujuan mengukur efektivitas PjBL dalam meningkatkan keterampilan kolaboratif mahasiswa melalui desain eksperimen kuasi pre–post test. Pengumpulan data dilakukan pada mahasiswa program pendidikan teknik menggunakan rubrik kolaborasi komprehensif, lembar observasi, dan kuesioner persepsi, kemudian dianalisis menggunakan uji statistik parametrik dan normalized gain. Hasil penelitian menunjukkan peningkatan keterampilan kolaboratif sebesar 19,26 poin (30,96%) dengan normalized gain 0,51, serta kontribusi tertinggi berasal dari pembagian peran (34,1%), monitoring mingguan (29,4%), dan evaluasi sejawat (22,7%). Persepsi mahasiswa juga positif dengan skor rata-rata 4,31. Temuan ini menegaskan bahwa PjBL efektif memperkuat interaksi kolaboratif dan kualitas kontribusi teknis mahasiswa. Penelitian ini berkontribusi pada penguatan landasan teoretis dan metodologis dalam evaluasi PjBL serta memberikan implikasi praktis bagi pengembangan kurikulum teknik di era pembelajaran digital. Abstract Higher education transformation in the Fourth Industrial Revolution requires instructional models that systematically foster collaborative skills; however, prior studies have relied heavily on subjective assessments and lack robust quantitative evidence, particularly within engineering education programs. This gap highlights the need for empirical, measurable evaluations of the effectiveness of Project-Based Learning (PjBL) in technology-enhanced learning environments. This study aimed to assess the efficacy of PjBL in improving students' collaborative skills using a quasi-experimental pre–post test design. Data were collected from engineering education students through a comprehensive collaboration rubric, structured observation sheets, and perception questionnaires, and analyzed using parametric statistics and normalized gain. The findings showed a 19.26-point improvement (30.96%) in collaborative skills, with a normalized gain of 0.51. The most significant contributions came from role distribution (34.1%), weekly monitoring (29.4%), and peer evaluation (22.7%). Student perceptions were also positive, with an overall score of 4.31. These results demonstrate that PjBL effectively strengthens collaborative interaction and enhances the quality of students' technical contributions. The study contributes to refining theoretical and methodological foundations for evaluating PjBL and provides practical implications for curriculum development in engineering education within digital learning ecosystems.

Pemetaan Kompetensi Pedagogik Guru Pemula pada Implementasi Kurikulum Merdeka: Studi Kualitatif Multi-Kasus di Sekolah Dasar Muhammad Salabi; Lalu Ibrohim Burhan
CENDEKIA : Jurnal Pendidikan Terintegrasi Vol. 1 No. 3 (2025): Transformasi Pendidikan Inklusif Berbasis Kearifan Lokal dan Digitalisasi Pembe
Publisher : PT. LIB Research Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63982/cendekia.bj5k0y46

Implementasi Kurikulum Merdeka menuntut guru pemula untuk mengembangkan kompetensi pedagogik yang adaptif, namun penelitian sebelumnya lebih menitikberatkan pada kesiapan mengajar secara umum tanpa menelaah bagaimana kompetensi tersebut terwujud dalam praktik diferensiasi dan asesmen formatif. Kesenjangan ini menunjukkan perlunya kajian empiris yang menilai secara langsung kemampuan guru pemula dalam merespons tuntutan kurikulum baru. Penelitian ini bertujuan menganalisis kompetensi pedagogik guru pemula pada implementasi Kurikulum Merdeka di sekolah dasar. Studi ini menggunakan pendekatan kualitatif multi-kasus di tiga sekolah dasar, melibatkan enam guru pemula, dengan pengumpulan data melalui observasi kelas, analisis 18 dokumen pembelajaran, dan wawancara mendalam. Analisis dilakukan menggunakan thematic cross-case analysis berbantu perangkat lunak NVivo. Hasil menunjukkan bahwa kompetensi pedagogik berada pada kategori berkembang, dengan ketidakkonsistenan pada keselarasan tujuan pembelajaran dengan Capaian Pembelajaran, keterbatasan diferensiasi (15–45 persen), dan variasi asesmen formatif yang belum sistematis. Guru pemula juga menunjukkan kebutuhan tinggi terhadap dukungan profesional. Studi ini menegaskan bahwa integrasi komponen Pedagogical Content Knowledge belum stabil pada guru pemula, dan dukungan belajar dewasa diperlukan untuk mempercepat pembentukan identitas profesional mereka. Temuan ini memberikan kontribusi teoretis mengenai operasionalisasi PCK dalam konteks kurikulum fleksibel, serta kontribusi praktis bagi pengembangan program induksi, pelatihan diferensiasi, dan desain asesmen formatif dalam implementasi Kurikulum Merdeka. Abstract Implementing the Merdeka Curriculum requires novice teachers to exercise adaptive pedagogical competence. Yet prior studies have predominantly focused on general teaching readiness, without examining how this competence is enacted through differentiation and formative assessment practices. This gap underscores the need for empirical investigation into how novice teachers respond to the technical demands of the new curriculum. This study aimed to analyse novice teachers' pedagogical competence in implementing the Merdeka Curriculum in primary schools. A multi-case qualitative design was applied across three primary schools, involving six novice teachers, with data collected through classroom observations, analysis of 18 instructional documents, and in-depth interviews. The data were analysed using thematic cross-case analysis supported by NVivo. Findings indicated that pedagogical competence was developing but inconsistent, particularly in the alignment of instructional goals with learning outcomes, the limited presence of differentiation (15–45 percent), and uneven formative assessment practices. Novice teachers also demonstrated a high need for professional support. The study shows that components of Pedagogical Content Knowledge are not yet fully integrated among novice teachers, and adult-learning–oriented professional support is essential to strengthen their emerging professional identities. These findings contribute theoretically by refining the operationalisation of PCK within a flexible curriculum context, and practically by informing induction programmes, differentiation training, and the design of formative assessment for the Merdeka Curriculum implementation.

Performance-Based Measurement of Digital Storytelling Effects on Primary EFL Speaking: A Quasi-Experimental Study Muhamad Zulpiani Hamdi
CENDEKIA : Jurnal Pendidikan Terintegrasi Vol. 2 No. 1 (2026): Digital Pedagogy dan Transformasi Pembelajaran Dasar
Publisher : PT. LIB Research Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63982/cendekia.xqm9kr09

English-speaking proficiency is a foundational component of communicative competence in elementary EFL education; however, empirical investigations of digital storytelling at the primary level have predominantly emphasized motivational outcomes rather than rigorously measured speaking performance. This imbalance has left a methodological and conceptual gap concerning how multimodal narrative pedagogy contributes to objectively assessed oral proficiency. This study aimed to analyze the effect of digital storytelling on primary school students' EFL speaking competence across multiple performance dimensions. A quasi-experimental non-equivalent control group design was implemented in an urban public primary school involving 64 Grade 5 students assigned to experimental and control groups. Data were collected through pre- and post-performance-based speaking tests evaluated using a validated analytic rubric covering fluency, grammatical accuracy, pronunciation, vocabulary, and coherence. Inferential statistical analyses, including ANCOVA and effect size estimation, were conducted to examine group differences. The findings indicated significantly greater multidimensional gains in speaking in the experimental group, with the most substantial improvements observed in fluency and vocabulary development. These results demonstrate that digital storytelling yields measurable linguistic enhancement beyond affective engagement. The study contributes theoretically by integrating Communicative Language Teaching and Multimedia Learning Theory within an empirically validated framework, and it offers practical implications for curriculum design, formative assessment, and technology-mediated speaking instruction in elementary EFL contexts.

Digital Literacy as a Primary Outcome of Blended Learning: An Explanatory Quantitative Analysis in Elementary Thematic Learning Lalu Muktar
CENDEKIA : Jurnal Pendidikan Terintegrasi Vol. 2 No. 1 (2026): Digital Pedagogy dan Transformasi Pembelajaran Dasar
Publisher : PT. LIB Research Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63982/cendekia.jy0dh487

The transformation of twenty-first-century education has intensified the integration of digital technologies not only to improve academic achievement but also to foster digital literacy as an essential learner competency. Although blended learning has been widely investigated in relation to academic performance, its relationship with strengthening elementary students' digital literacy remains underexplored and empirically unexamined. This study aimed to examine the effect of blended learning implementation on elementary school students' digital literacy within thematic learning contexts. A quantitative explanatory design was conducted with elementary students participating in a 6–8-week thematic learning cycle. Data were collected using a Digital Literacy Framework–based survey administered through a Likert-scale questionnaire and analyzed using simple linear regression. The findings revealed an increase in mean digital literacy scores from 60.1 to 82.6, with a regression coefficient of β = 0.71 (p < 0.001) and an explained variance of R² = 0.50. Improvements were consistently observed across information searching, evaluation, and utilization competencies alongside increased student engagement. The results indicate that blended learning is an effective pedagogical approach for developing digital literacy as a primary learning outcome. The study contributes theoretically by strengthening the integration of Blended Learning Theory and the Digital Literacy Framework and provides practical implications for technology-integrated instructional design in primary education

Digital STEM Learning to Enhance Critical Thinking in Elementary Science Education: Evidence from a Quasi-Experimental Study Lalu Ibrohim Burhan
CENDEKIA : Jurnal Pendidikan Terintegrasi Vol. 2 No. 1 (2026): Digital Pedagogy dan Transformasi Pembelajaran Dasar
Publisher : PT. LIB Research Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63982/cendekia.erf3hy98

Contemporary education increasingly emphasizes the development of higher-order thinking skills, particularly critical thinking, which plays a crucial role in enabling students to analyze information, evaluate evidence, and solve scientific problems. Although STEM-based learning has been widely recognized as an effective approach to promoting inquiry and problem-solving skills, its implementation at the elementary level often remains conventional and rarely integrates digital technologies systematically. This limitation creates a significant knowledge gap regarding how digitally integrated STEM learning environments can support students' critical thinking in science education. This study aimed to examine the effect of integrating a digital STEM approach on elementary students' critical thinking skills in science learning. A quasi-experimental design with a non-equivalent control group was employed involving 60 fifth-grade students from an elementary school in Indonesia. Data were collected through a rubric-based critical thinking test, classroom observation sheets, and a teacher perception questionnaire, and analyzed using descriptive statistics and t-tests. The results revealed that the experimental group demonstrated significantly greater improvements in critical thinking than the control group (t = 4.87, effect size = 0.82), with notable gains across the dimensions of analysis, evaluation, and problem-solving. These findings indicate that digital STEM integration fosters more interactive learning environments that enhance students' cognitive engagement in science learning. The study contributes theoretically by strengthening the linkage between STEM Education Theory and Critical Thinking Theory. It provides practical implications for the design of technology-supported science instruction in elementary education.

Artificial Intelligence-Based Interactive Learning Media for Improving Reading Comprehension in Elementary Education Nining Widyah Kusnanik; Lalu Ibrohim Burhan
CENDEKIA : Jurnal Pendidikan Terintegrasi Vol. 2 No. 1 (2026): Digital Pedagogy dan Transformasi Pembelajaran Dasar
Publisher : PT. LIB Research Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63982/cendekia.zvngyj62

This study investigates the effectiveness of Artificial Intelligence (AI)-based interactive learning media in improving elementary school students' reading comprehension within a technology-enhanced learning environment. The increasing integration of AI in education has created opportunities to develop adaptive, data-driven, and interactive instructional systems that support personalized learning. However, empirical studies examining the impact of AI on elementary-level reading comprehension remain limited. This study employed a quasi-experimental design with a pretest–posttest control group approach involving 60 fourth-grade students from a public elementary school in East Lombok Regency, Indonesia. Participants were divided into an experimental group that received AI-supported reading instruction and a control group that received conventional reading instruction. Data were collected using a reading comprehension test consisting of 30 items, student response questionnaires, and classroom observations. Quantitative data were analyzed using descriptive statistics, paired-sample and independent-sample t-tests, normalized gain (N-gain) analysis, and effect size calculations. In contrast, qualitative data were examined through thematic analysis. The results indicate that students exposed to AI-based interactive learning media demonstrated significantly greater improvements in reading comprehension than those receiving traditional instruction. The greatest learning gains were observed in higher-order comprehension skills, particularly inferential reasoning and summarizing ability. Additionally, students reported positive perceptions of the AI-supported learning environment, highlighting the role of adaptive feedback and interactive tasks in fostering comprehension. These findings suggest that AI-based interactive learning media can effectively enhance elementary students' reading comprehension and offer a promising approach to strengthening literacy instruction in technology-enhanced learning environments.

Digital Play-Based Pedagogy in Early Childhood Education: A Quasi-Experimental Study of Preschool Cognitive Development Suryansah; Ari Saputra; Lalu Ibrohim Burhan
CENDEKIA : Jurnal Pendidikan Terintegrasi Vol. 2 No. 1 (2026): Digital Pedagogy dan Transformasi Pembelajaran Dasar
Publisher : PT. LIB Research Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63982/cendekia.45a7bw44

This study examines the influence of play-based digital pedagogy on the cognitive development of early childhood learners in urban PAUD (early childhood education) settings. The rapid integration of digital technologies into education has created new opportunities to develop interactive, learner-centered learning environments. However, empirical research examining how digital pedagogy can be effectively integrated with play-based learning in early childhood education remains limited. This study employed a quasi-experimental research design with a pretest–posttest design to analyze changes in children’s cognitive development following the implementation of a structured, digital, play-based learning intervention. The participants consisted of early childhood learners aged 4–6 years enrolled in urban PAUD institutions. The intervention was conducted over six weeks, integrating digital storytelling, educational game-based learning, puzzle-solving activities, and guided digital exploration within play-based classroom practices. Data were collected using developmental observation checklists and cognitive task assessments that measured symbolic thinking, memory, problem-solving skills, logical classification, and early reasoning. The results indicate a statistically significant improvement in children's cognitive development following the intervention, with notable gains in symbolic reasoning and problem-solving abilities. These findings suggest that digital technologies, when implemented through developmentally appropriate play-based pedagogical strategies, can effectively stimulate cognitive engagement and support early learning processes. The study contributes to the development of an integrative pedagogical model combining digital pedagogy and play-based learning, grounded in Constructivist Learning Theory and Play-Based Learning Theory. It provides empirical evidence for designing innovative, developmentally appropriate digital learning environments in early childhood education.

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kp Bahagia Desa Lendang Nangka Kecamatan Masbagik Kabupaten Lombok Timur Provinsi Nusa Tenggara Barat

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Nusa tenggara barat

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Lalu Ibrohim Burhan

Contact Email ejournaleducendekia@gmail.com

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Journal Mail Official ejournaleducendekia@gmail.com

Editorial Address kp Bahagia Desa Lendang Nangka Kecamatan Masbagik Kabupaten Lombok Timur Provinsi Nusa Tenggara Barat

Location Kab. lombok timur, Nusa tenggara barat INDONESIA

Abstract

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Abstract

Contact Name
Lalu Ibrohim Burhan

Contact Email
ejournaleducendekia@gmail.com

Phone
-

Journal Mail Official
ejournaleducendekia@gmail.com

Editorial Address
kp Bahagia Desa Lendang Nangka Kecamatan Masbagik Kabupaten Lombok Timur Provinsi Nusa Tenggara Barat

Location
Kab. lombok timur,

Nusa tenggara barat

INDONESIA