Developing Motivation, Creativity, and Character through Developmentally Appropriate Learning in 21st Century Early Childhood Islamic Education

Abstract

This study aims to analyze the development of learning motivation, creativity, and Islamic character in an integrated manner through developmentally appropriate learning in 21st-century early childhood Islamic education. The study used a descriptive qualitative approach with a case study design at RA Azalia Pekanbaru. The research informant was a teacher selected purposively because she was directly involved in learning and understood children's developmental needs. Data were collected through semi-structured interviews and documentation, then analyzed through data condensation, data presentation, and drawing conclusions. The results showed that learning motivation was developed through encouragement, appreciation, fun activities, contextual learning, and individual mentoring. Creativity was stimulated through art activities, storytelling, role-playing, open-ended questions, and opportunities for exploration. Islamic character, which includes religiosity, honesty, discipline, responsibility, independence, caring, cooperation, and respect for others, was formed through role models, habits, advice, moral stories, and positive reinforcement. All of these practices were tailored to the developmental stage and individual needs of the children. Their implementation was supported by a safe learning environment, diverse methods and media, and parental involvement. The obstacles include limited facilities, differences in children's abilities and self-confidence, uncontrolled device use, and inconsistent parental guidance. This study concludes that 21st-century learning in early childhood Islamic education is characterized not only by the use of technology, but by the integration of active and creative learning, developmental appropriateness, and Islamic values into children's learning experiences.