Integrasi Permainan Tradisional Congklak dalam Pembelajaran Deep Learning pada Pendidikan Islam Anak Usia Dini: Suatu Kajian Pustaka Kualitatif

Abstract

Deep learning in Early Childhood Education (ECE) emphasizes children’s active engagement, meaningful learning experiences, and the holistic development of thinking skills and self-regulation. This article aims to analyze the relationship between the deep learning approach and early childhood development, as well as to examine the potential of the traditional game congklak as an implementative medium for deep learning within the context of Islamic early childhood education. This study employs a qualitative literature-based approach by reviewing scholarly works related to deep learning, early childhood development, traditional games, and Islamic education. The findings indicate that deep learning is well aligned with the developmental characteristics of young children, who learn optimally through concrete experiences, exploration, social interaction, and play-based activities. The structural mechanics of congklak are shown to stimulate complex cognitive processes, including early numeracy, strategic planning, decision-making, and simple reflection, while also supporting children’s social-emotional development. Furthermore, this article formulates an integrative model of congklak as a deep learning medium in Islamic early childhood education, consisting of three stages: exploration, strategic elaboration, and guided reflection. This model facilitates learning that is meaningful, mindful, and enjoyable, while simultaneously internalizing Islamic values such as trustworthiness (amanah), patience, and sportsmanship. Therefore, congklak can be positioned as a contextual pedagogical medium that supports the implementation of deep learning and strengthens the foundations of children’s cognitive development.