UTILIZATION OF ISLAMIC ILLUSTRATED E-BOOKS TO STIMULATE CHILDREN'S HOLISTIC DEVELOPMENT IN EARLY CHILDHOOD EDUCATION (PAUD)
Abstract
pedagogical tools to support the holistic development of early childhood in Indonesia. In fact, such
media hold significant potential in fostering character education in the digital age, where children
are increasingly exposed to gadgets. The primary aim of this research is to explore the extent to
which illustrated Islamic e-books can stimulate children's cognitive, affective (emotional-social and
moral-religious values), and psychomotor development, as well as to identify the supporting and
inhibiting factors in their implementation in early childhood education (PAUD) settings. A
qualitative approach was employed, using a multisite case study design involving teachers,
principals, parents, and children from two PAUD institutions with different backgrounds. Data
were collected through participatory observation, in-depth interviews, and document analysis (e-books and daily lesson plans/RPPH), and analyzed thematically using the Miles, Huberman, and
Saldana model. The findings indicate that well-designed, interactive Islamic e-books, when
adequately facilitated by teachers, effectively enhance learning enthusiasm, vocabulary development,
understanding of Islamic values, and social empathy. Supporting factors include engaging e-book
design, teachers' digital pedagogical competence, and strong school–parent collaboration.
Meanwhile, challenges include varying e-book quality, limited digital infrastructure, and difficulties
in managing screen time. This study emphasizes the importance of Islamic e-books as
complementary—not substitutive—learning media, and encourages the development of relevant
policies, teacher training, and further research on evaluating Islamic e-book quality for early
childhood education.
Keywords
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