BELAJAR SAMBIL BERMAIN AI: FENOMENOLOGI PENGALAMAN GURU PAUD ISLAM DALAM MENGINTEGRASIKAN APLIKASI EDUKASI INTERAKTIF

Abstract

This study aims to deeply explore the essence of Islamic early childhood education (PAUD) teachers' experiences in integrating interactive educational applications into the learning process. Using a qualitative approach with a descriptive phenomenological design, this research uncovers the meaning behind the technology integration practices carried out by educators. Data were collected through in-depth interviews, participatory observations, and document studies from Islamic PAUD teachers selected via purposive sampling. The results show that the integration of educational applications is viewed as a "digital bridge" that enriches children's play experiences while demanding the teacher's role as a critical content curator to maintain alignment with religious values. Furthermore, a transformation of the teacher's role from instructor to a humanistic digital facilitator was identified. This study concludes that the success of technology integration in Islamic PAUD relies heavily on pedagogical maturity and the teacher's agency in mediating technology to remain relevant to character-based education.