UTILIZATION OF TOUCH TECHNOLOGY FOR CHILDREN'S ISLAMIC LEARNING INTERACTION

Abstract

This research stems from the lack of studies specifically examining how touch interactions on digital devices influence the understanding and practice of Islamic values in early childhood . Most previous studies have focused on the general effectiveness of apps or the impact of screen time, without examining the quality of digital-kinesthetic interactions themselves. This study aims to explore the forms of touch-based interactions in Islamic learning applications and their impact on children's cognitive, affective, and psychomotor development. The method used was a qualitative multiple case study approach, involving five urban families with children aged 5–7 years who actively use Islamic educational applications. Data were collected through participant observation, semi-structured interviews with children and parents, and analysis of documentation in the form of screen recordings and application interface displays. Thematic analysis techniques are used to identify patterns that emerge from the data. The results of the study show that touch interaction is able to accelerate the mastery of memorization and understanding of Islamic concepts visually and interactively (cognitive aspect), as well as increase motivation through gamification elements (affective aspect). However, transfer to psychomotor skills, such as worship movements, does not occur automatically without direct guidance. The conclusion of this study emphasizes that touch technology is effective as a learning support tool, not a substitute for the role of educators. The implications of the research include theoretical contributions to Islamic digital pedagogy and recommendations for application design that encourage active parent-child engagement.