HUMANISTIC DIGITAL TRANSFORMATION IN EARLY CHILDHOOD SCIENCE EDUCATION

DEVELOPING A QUR’AN-INFORMED DIGITAL INQUIRY LEARNING FRAMEWORK

Abstract

Digital transformation in early childhood science education should enrich learning experiences rather than replace children’s engagement with the real world. This article develops a conceptual Digital Inquiry Learning framework integrating inquiry-based science education, humanistic pedagogy, selective use of digital technology, and Qur’anic values. The study adopts a qualitative library-based approach using conceptual analysis and tafsir maudhu‘i (thematic Qur’anic interpretation). Sources include relevant Qur’anic verses, classical and contemporary tafsir, John Dewey’s writings on experience and education, and scholarly literature on early childhood science education and digital technology. The analysis proceeds through thematic identification, contextual interpretation of verses, theoretical synthesis, and formulation of the model’s principles and stages. The study proposes six connected and potentially iterative stages: digital stimulation, question identification, exploration and information gathering, analysis of findings, communication of findings, and reflection with value reinforcement. The model’s conceptual contribution lies in explicitly integrating four dimensions: purposeful and limited digital mediation, direct experience, children’s agency and social interaction, and a Qur’anic ethical-spiritual orientation. The values of tafakkur, tadabbur, tafaqquh, amanah, qaulan sadidan, and qaulan ma‘rufa are treated as normative orientations, while distinguishing the contextual meaning of Qur’anic verses from their contemporary pedagogical application. The framework is conceptual and has not yet been empirically validated; expert appraisal, pilot implementation, and evaluation across different early childhood settings are therefore required.