INTEGRATION OF ISLAMIC LEARNING TECHNOLOGY IN THE EARLY CHILDHOOD EDUCATION (PAUD) CURRICULUM

Abstract

This research is motivated by the lack of systematic studies on technology integration in Islamic-based Early Childhood Education (PAUD) curricula. Yet , in the digital age, this integration plays a crucial role in character formation and spiritual development in children. The main objective of this study is to explore the implementation model, challenges, and impacts of using technology in Islamic learning in PAUD. The methodology used is a qualitative study with a multiple case study approach in three leading Islamic PAUDs in metropolitan areas, which represent varying levels of technology adoption. Informants included school principals, senior teachers, and parents selected through purposive sampling, with the criteria of active involvement in the technology program. Data were collected through semi-structured interviews, classroom observations, and analysis of curriculum documents. The analysis was conducted using a thematic approach to identify key patterns and themes. This study revealed three integration models: (1) Supplemental, where technology complements core learning; (2) Complementary, where technology supports daily learning processes; and (3) Transformative, where technology changes the overall delivery of Islamic values. These findings highlight the importance of aligning pedagogy, technology, and theology in meaningful educational practices. Implications include strengthening Islamic digital pedagogy theory, developing a practical integration framework for early childhood education institutions, and policy recommendations for teacher training and developing age- appropriate Islamic content .