https://ejournal.uinmadura.ac.id/index.php/kiddo <p align="justify"><strong>KIDDO:Jurnal Pendidikan Islam Anak Usia Dini</strong>&nbsp;(Print ISSN : <strong><a href="http://u.lipi.go.id/1579578359">2716-0572</a></strong>) E-ISSN: <a href="http://u.lipi.go.id/1578978657"><strong>2716-1641</strong></a>) DOI: <strong><a href="/index.php/kiddo" target="_blank" rel="noopener">http://doi.org/10.19105/kiddo</a></strong>&nbsp;) is a peer-reviewed open-access journal and follows a single-blind review policy, aimed to interchange for the result of early childhood research analyzes issues, trend, paractices, and policies from birth through age eight. The journal publishes the needs of early childhood academics, related fundamental and current theories, and for practitioners, related teaching and learning methode, child care programs, curriculum, facilities, special needs, child development, family-school relation ship, and more.&nbsp;</p> <p align="justify"><strong>KIDDO:Jurnal Pendidikan Islam Anak Usia Dini</strong>&nbsp;is an open access journal and free access (and free Registration). The authors can register online on website and not charge any fee from registration process. The authors form university or researched can cite reference from this journal and giving benefits from organization itself.&nbsp;</p> <p align="justify"><strong>KIDDO:Jurnal Pendidikan Islam Anak Usia Dini</strong> is&nbsp; published by Early Childhood Islamic Education Deparment IAIN Madura. This journal provides an opportunity to share detailed insights from academics and practitioner associated with early childhood, stimulation, or family education issues ect.&nbsp;</p> Institut Agama Islam Negeri Madura en-US Kiddo: Jurnal Pendidikan Islam Anak Usia Dini 2716-0572 <ol> <li class="show"> <p>The journal operates an Open Access policy under a&nbsp;<em>Creative Commons 4.0 International license</em>. The terms of the license are:</p> <p><strong>Share</strong>— copy and redistribute the material in any medium or format</p> <p><strong>Adapt</strong>— remix, transform, and build upon the material for any purpose, even commercially.</p> <p>1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a&nbsp;<a href="http://creativecommons.org/licenses/by/4.0/">Creative Commons License.</a>that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal</p> <p>2. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See&nbsp;<a href="http://opcit.eprints.org/oacitation-biblio.html">The Effect of Open Access</a>).</p> <p>&nbsp;</p> <p><a href="https://creativecommons.org/licenses/by/4.0/"><img src="http://ejournal.iainmadura.ac.id/public/site/images/luthfatun/CC_BY3.png"></a></p> <p>&nbsp;Jurnal Kiddo is licensed under a&nbsp;<a class="subfoot" href="https://creativecommons.org/licenses/by/4.0/" rel="license">Creative Commons</a></p> <a href="http://opcit.eprints.org/oacitation-biblio.html">n Access</a>).</li> </ol> https://ejournal.uinmadura.ac.id/index.php/kiddo/article/view/18558 <p>The integration of technology into early childhood education has become a necessity in the Society 5.0 era, particularly to support the development of creativity through interactive and innovative approaches. This study aims to identify the level of kindergarten teachers’ understanding of digital learning as a means to foster creativity in children aged 4 to 6 years. A descriptive quantitative method was employed through a survey of 52 kindergarten teachers in the city of Lhokseumawe. Data were collected using online questionnaires and interviews, and analyzed using percentage-based techniques. The findings indicate that the majority of teachers lack understanding of digital learning (87%), are unfamiliar with the concept of constructive play (79%), and report the absence of digital learning guidebooks (85%). These results highlight an urgent need for comprehensive training in digital pedagogy and the development of technology-based educational play tools to enhance creativity in early childhood learners.</p> Huwaina Awanis Sudaryanti Suci Aulia Sari Copyright (c) 2025 Huwaina Awanis, Sudaryanti, SUCI SARI https://creativecommons.org/licenses/by/4.0 2025-07-23 2025-07-23 6 2 1 14 10.19105/kiddo.v6i2.18558