Integrasi Pendekatan Pembelajaran Mendalam Ala Biggs & Tang dalam Kurikulum PIAUD untuk Penguatan Literasi Spiritual dan Kognitif Anak
DOI:
https://doi.org/10.53398/ja.v4i1.586Keywords:
Deep Learning;, PIAUD;, Spiritual Literacy;, Cognitive Literacy;, Islamic Education;Abstract
This article explores the integration of the deep learning approach (as conceptualized by Biggs & Tang) into the Early Childhood Islamic Education (PIAUD) curriculum as an innovative strategy to holistically enhance children’s spiritual and cognitive literacy. Employing a descriptive qualitative method, the study analyzes relevant literature, current curriculum documents, and implementation in several Islamic-based PIAUD institutions. Findings indicate that this approach fosters contextual understanding of Islamic values, nurtures early critical thinking, and integrates spiritual, cognitive, and affective dimensions in learning. The novelty of this study lies in its emphasis on combining reflective pedagogy with tawhid-based Islamic values in early childhood curriculum design. It recommends a transformative, adaptive curriculum framework responsive to 21st-century educational challenges and the demands of the Fifth Industrial Revolution
References
Aljaberi, N. M., & Gheith, E. (2023). Value-based Reflective Learning in Early Childhood Education. Early Child Development and Care, 193(2), 240–254. https://doi.org/10.1080/03004430.2021.1980056
Biggs, J., & Tang, C. (2011). Teaching for Quality Learning at University (4th ed.). McGraw-Hill Education.
Creswell, J. W. (2016). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). SAGE Publications.
Hamdani, H., & Rahman, F. (2022). Penguatan Literasi Spiritual dalam PIAUD. Jurnal Pendidikan Islam Anak Usia Dini, 7(1), 45–58. https://doi.org/10.21009/jpiud.071.04
Kementerian Agama Republik Indonesia. (2020). Panduan Pengembangan Kurikulum PIAUD. Jakarta: Direktorat Jenderal Pendidikan Islam.
Mahmood, S., & Saad, M. (2022). Religious Values and Reflective Pedagogy in Islamic Early Childhood Education. International Journal of Early Years Education, 30(3), 280–295. https://doi.org/10.1080/09669760.2021.1891197
Musthafa, B. (2018). Pendidikan Anak Usia Dini: Teori dan Praktik. Bandung: Remaja Rosdakarya.
Nasution, A., Widodo, H., & Lestari, D. (2024). Integrative Curriculum Design for PIAUD in the Digital Era. International Journal of Islamic Studies and Education, 9(1), 56–70. https://doi.org/10.5281/zenodo.1234567
Rahman, A., & Hassan, R. (2023). Curriculum Transformation for Islamic Education in the Era of IR 5.0. Journal of Islamic Education Research, 8(2), 120–135. https://doi.org/10.2139/jier.8234
Suyadi. (2020). Teori Belajar Anak Usia Dini dalam Pendidikan Islam. Prenadamedia Group.
Zuchdi, D. (2019). Pendidikan Karakter dalam Perspektif Teori dan Praktik. Yogyakarta: UNY Press.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Jurnal Al-Kifayah: Ilmu Tarbiyah dan Keguruan
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
.png)
