Sigit Purnama

This study examines the intellectual perspectives and thoughts related to education in Indonesia. The most influential Indonesian scholars who completed their higher education in Western and Middle Eastern institutions between 1980 and 2010, with a particular focus on their views regarding Islamic education, are investigated in a deeper perspective. The scholars selected for analysis consist of three graduates from Middle Eastern universities and three from Western universities, all of whom pursued religious or philosophical studies abroad. The findings indicate that the most decisive factor shaping their divergent perspectives is their overseas educational background, despite their shared foundational experience in pesantren (Islamic boarding schools). These differences are reflected in their public statements, published works, and online video content. At the same time, this study also revealed a set of shared values among the scholars, particularly concerning the core principles of Islamic education and their collective commitment to national unity, peace, mutual support, and tolerance. These commonalities emerge as a unifying thread amid their diverse viewpoints. As representatives of Middle Eastern scholars, these included Komaruddin Hidayat, Abdul Shomad, and Adi Hidayat, where the representative of Western scholars included Azyumardi Azra, Nadirsyah Hosen, and Ahmad Syafii Maarif. The analysis offered in this paper presents a constructive discourse, demonstrating that the differing perspectives of Indonesian scholars educated in the West and the Middle East can positively enrich national conversations. Further study about the perspective of scholars is important for building the character of young generations in Indonesia about how multicultural and different perspectives of thinking are free to discuss and write about in academic perspectives.

Purpose – This research aimed to capture the student engagement and motivation in learning the Al-Qur’an Hadith are often hindered by the abstract nature of religious material and the continued reliance on conventional instruction. This study aims to analyze the effectiveness of digital video media in increasing affective, cognitive, and behavioral engagement of students in Al-Qur'an Hadith learning at Madrasahs in Central Kalimantan. Design/methods/approach – This study employed a convergent parallel mixed-methods design, integrating quantitative and qualitative approaches. Quantitative data were collected from 155 students at MAN in Central Kalimantan using pre- and post-tests and analyzed through descriptive statistics, while qualitative data were obtained from interviews with five informants and analyzed thematically based on engagement indicators. Findings – The results show a significant improvement in students’ learning outcomes, with an average increase of 15.6% after the implementation of digital video media. This media enhances students’ motivation, focus, comprehension of abstract religious concepts, and multidimensional engagement, thereby improving the effectiveness and quality of Al-Qur’an Hadith instruction in digital learning environments. Research implications/limitations – The findings are context-specific to two Madrasahs in Central Kalimantan and may not be generalizable to all Islamic educational contexts. Variations in teachers’ digital literacy and students’ motivation levels may influence the effectiveness of implementation. Originality/value – This study offers empirical and pedagogical evidence on multimedia integration in Islamic education, demonstrating that digital video media enhances cognitive achievement as well as affective and behavioral engagement in Qur’an Hadith learning, thereby contributing a contextualized model for Islamic education in Central Kalimantan’s digital learning context

This study examines the influence of parental-teacher engagement in play-based mathematical learning on the motor development and health outcomes of preschoolers. The research is grounded in socio-cultural and ecological systems theory, responding to the growing need for holistic, collaborative approaches in early childhood education that integrate academic, behavioral, and physical domains. Using a mixed-method sequential explanatory design, the study was conducted over three months in three early childhood centers in Bandar Lampung, Indonesia, involving 120 children aged 4–6 years, along with their teachers and parents. Quantitative data were collected using the Peabody Developmental Motor Scales–Second Edition (PDMS-2), a WHO-adapted Health Monitoring Checklist, and a validated observation rubric on adult collaboration. Results showed significant improvements in gross and fine motor skills (Cohen’s d = 1.98–2.63), and in health behaviors, including increased physical activity (+28%), healthier eating habits (+25%), and more consistent sleep routines (+13%). Based on semi-structured interviews and focus groups with 25 participants, the qualitative phase revealed themes such as strengthened home-school partnerships, embedded learning in daily routines, enhanced child engagement, and challenges related to time and resources. The study concludes that collaborative, play-based learning environments effectively support integrated child development, with sustained benefits when reinforced across home and school. These findings empirically support family-inclusive pedagogies and suggest the need for differentiated engagement models and longitudinal follow-up to maximize developmental outcomes.

Early literacy is a child's ability to interact with information across media, forming a foundation for cognitive, language, and social development. Research highlights that bedtime storytelling plays an important role in stimulating children's literacy development. However, do parents have the same perspective? This study aims to explore parents' perception of bedtime storytelling as a tool to foster early literacy in children. A mix method was used, with data collected through surveys containing indicators to measure parental perceptions. These findings reveal three important points: First, parents generally have the same and conceptually accurate that bedtime storytelling is important. Second, there is variation in parents' understanding of early literacy, with few fully understanding the concept. Third, parents have a positive perception of the role of bedtime storytelling in building early literacy, although they face challenges such as limited leisure time and a lack of effective storytelling techniques. The study emphasizes the importance of proactive efforts by parents and other stakeholders to overcome these barriers and include bedtime storytelling as a routine habit. This practice can serve as a powerful and fun way to improve children's early literacy skills, fostering a lifelong love of learning and reading.

The importance of early childhood education cannot be separated from its role in forming the basis for the development of various aspects of a child's life. At this stage, children begin to get to know the world around them, develop social interaction skills, and build the cognitive foundations they will use in the future. The ability to think symbolically is the basis for children to understand and process more complex information in the future. Through this ability, children begin to develop the ability to imagine, solve problems and think abstractly. The research used is qualitative descriptive research. The research location is TK Aisyiyah 02 Tambakromo. The number of subjects in this study was 23 people. The data in this research was collected through several techniques, namely observation, interviews and documentation. The data obtained in this research was collected and analyzed using thematic analysis techniques with data analysis steps including Data Reduction, Data Presentation, and Drawing Conclusions. The results obtained are that the use of learning media is very necessary in helping early childhood understanding. Based on the data obtained, the implementation of magic box media can improve students' symbolic abilities as evidenced by the fact that all students are in the criteria of developing according to expectations (BSH) and developing very well (BSB).

This study aims to analyze the needs of developing multimedia English learning for early childhood, focusing on supporting children's engagement and understanding. Through surveys and interviews with early childhood teachers. This research identified five main needs: (1) Learning Materials that include basic vocabulary and simple expressions in relevant themes; (2) Visual and Audio Design that is attractive and child-friendly; (3) Interactivity, such as quiz and game features to increase engagement; (4) Flexibility of Use that allows the multimedia to be accessed both at home and school; and (5) Leveled Materials according to children's cognitive development. The results show that interactive and flexible multimedia can increase children's motivation and participation in learning English. In addition, the flexibility of using multimedia also facilitates parental involvement, supporting more sustainable learning. This research supports the theories of constructivism and technology-based learning in early childhood education, and provides practical contributions for developers and educators. The findings' recommendations are expected to guide effective multimedia design for early childhood English language introduction.

This article requires rewriting some sections to improve coherence, additional references to strengthen the findings, and more methodological detail to improve the validity of the study.

Playing has become an effective method to holistically stimulate various aspects of child development. However, misconceptions among early childhood education (PAUD) teachers regarding the concept of Play-Based Learning (PBL) can lead to potential malpractice. Therefore, this study aims to explore the extent of PAUD teachers' experiences in Yogyakarta City in implementing PBL. Using a survey design, this research produced both quantitative and qualitative data. Data collection was conducted with the assistance of Google Forms, targeting PAUD teachers in Yogyakarta City through random sampling (N=41) using closed, semi-open, and open-ended questions. Quantitative data were analyzed using descriptive statistics, and qualitative data were analyzed using thematic analysis. The results showed that 12.2% of PAUD teachers in Yogyakarta City had low experience in implementing PBL, 56.1% were in the medium category, and the remaining 31.7% were in the high category. This condition is supported by PAUD teachers' recognition that they face a challenge in needing to have broad insights. Meanwhile, four weaknesses of teachers include the various disparity of teacher’s understanding of the PBL concept and three main skills that still require support to improve the quality of PBL implementation and overcome existing weaknesses. Therefore, the study recommends the need to facilitate the strengthening of PAUD teachers' skills tailored to their cluster needs in implementing PBL.

Purpose – This study evaluates the impact of distance learning on early childhood development through a meta-analysis, focusing on the effect size of various practices, identifying potential publication biases, and conducting subgroup analyses based on electronic devices, intervention duration, and specific skills taught. Methods/Design/Approach – A meta-analysis was conducted on 87 studies published between 2010 and 2021, selected from databases including Science Direct, Scopus, and PubMed. Comprehensive Meta-Analysis 3.0 software was employed for effect size calculations, variance analyses, and subgroup analyses, alongside publication bias tests using Funnel Scatter Plot, Clip and Fill, Rosenthal, and Orwin’s Fail-Safe N methods. Findings – The overall effect size of distance learning on early childhood development was small (0.186) with significant heterogeneity (I² = 87.358%). Subgroup analysis revealed that mobile-based learning had a larger effect size (0.888) compared to desktop-based learning (0.028). The duration of intervention did not significantly affect outcomes, although longer interventions showed slightly better results. Cognitive and language skills benefited most from distance learning, while other skills like self-efficacy and music showed minimal or negative effects. Originality/Value – This study offers a comprehensive analysis of distance learning's effectiveness in early childhood education, addressing gaps in the literature regarding the impact of device types and intervention durations. The findings contribute valuable insights for the development of more effective distance learning platforms for young children. Practical Implications – The findings suggest that mobile-based distance learning is more effective for early childhood education than desktop-based approaches. Educators and policymakers should prioritize mobile-friendly platforms and focus on cognitive and language development for early learners. Further improvements in distance learning strategies are needed, particularly for non-cognitive skills, to enhance early childhood learning outcomes. Keywords Distance learning, early childhood development, meta-analysis, mobile learning, cognitive skills. Paper type Research paper