Implementation of Multimedia Center Learning in an Integrated Islamic Kindergarten – Nur Hikmah
DOI:
https://doi.org/10.51468/jpi.v8i2.1662Keywords:
Multimedia center; Early childhood; education; Cognitive development; Psychomotor; Development; Technology-based learningAbstract
This study aims to describe the implementation of multimedia center learning at Nur Hikmah Integrated Islamic Kindergarten (TKIT Nur Hikmah) and to analyze its relationship with the cognitive and psychomotor development of children aged 5–6 years. The multimedia center is one of the learning centers that utilizes simple technological tools as exploratory media, including child-friendly computers, educational tablets, audio-visual devices, and interactive learning applications. Using a qualitative approach with a case study design, data were collected through observations, in-depth interviews, and document analysis. The findings reveal that multimedia center learning is implemented systematically through three learning stages: pre-play scaffolding, during-play activities, and post-play reflection. Teachers play an active role as facilitators, instructors, and companions while children explore multimedia devices. Multimedia-based activities were found to support children's cognitive development, particularly in symbol recognition, simple problem-solving, and logical thinking skills. In addition, children's psychomotor abilities showed improvement through activities such as using touch-screen devices, creating digital drawings, and coordinating hand–eye movements while interacting with multimedia tools. This study confirms that the multimedia center can serve as an effective medium for integrating technology into early childhood education while promoting Islamic values and supporting holistic child development.
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