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Digital Narratives and Tradition: The Role of NU Kids Animations in Early Islamic Education
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Abstract
Purpose – This study aims to analyze the impact of animated content on the NU Kids YouTube channel on traditional Islamic education for early childhood by examining viewership metrics, community engagement, behavioral changes in children, and how these animations integrate character education, appreciation for local traditions, and the formation of a moderate religious identity.
Design/methods/approach – A netnographic approach was employed to observe and analyze 7 out of 13 available videos on the NU Kids Sumenep channel. These 7 videos were selected based on their thematic relevance to the research objectives, focusing on the portrayal of Nahdlatul Ulama’s history, character education, and the development of religious identity. Thematic analysis was used to identify key themes in these videos, including representations of Nahdlatul Ulama history, character education, and the development of religious identity.
Findings – The findings indicate that NU Kids animations successfully promote traditional Islamic values rooted in local traditions. For instance, episodes such as "The Founding of Nahdlatul Ulama" and "The Story of Kiai Hasyim Asy'ari" emphasize respect for elders, community solidarity, and the integration of Islamic principles with local customs, which resonate deeply with audiences. The channel effectively builds a strong digital community and strengthens the collective identity of the NU community in the era of globalization.
Research implications/limitations – The study is limited to the community analyzed, which may be confined to those already affiliated with Nahdlatul Ulama. The research primarily relies on public data such as view counts and comments, which may not fully reflect long-term impacts.
Practical implications – This study demonstrates that digital media, such as YouTube, can be an effective tool for disseminating traditional Islamic teachings to young audiences. The findings could influence the development of educational content based on local values in the future.
Originality/value – This research provides new insights into the role of digital media in traditional Islamic education, particularly in early childhood education, by demonstrating how platforms like NU Kids integrate local cultural narratives with religious teachings, employ storytelling and digital tools to foster collective identity, preserve traditional values, and shape the younger generation's identity in a rapidly globalizing world.
Paper type Research paper
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1. Introduction
In recent decades, digital platforms like YouTube have emerged as significant spaces for sharing Islamic teachings and debating ideologies among various streams. Salafi content has gained significant attention online due to its structured messaging and wide-reaching appeal, which emphasizes strict adherence to Islamic principles. In response, traditionalist Islam has begun to utilize these platforms to assert its presence by offering an alternative narrative that blends contextual religious understanding with modern family-oriented values, creating a distinct and appealing approach for a global audience. One notable aspect of this trend is how traditionalist Islam seeks to influence early childhood education through digital content, such as the NU Kids animations. These animations reflect the efforts of the Nahdlatul Ulama (NU) community to instill religious values and education through child-friendly media. Unlike Nussa, which focuses on promoting Salafi values through direct and prescriptive religious teachings, NU Kids adopts a more contextual and inclusive approach, emphasizing local cultural elements and storytelling to engage children while teaching Islamic principles(, 2022).
Traditionalist Islam, often associated with a contextual and historical understanding of religious texts, aims to bridge tradition and modernity through educational programs targeting children and families. Scholars have highlighted the contextual and historical nature of traditionalist Islamic thought in Indonesia(Azra, 2006)and explored how traditionalist Islamic groups like Nahdlatul Ulama adapt to modernity while preserving their historical roots(Hefner, 2010). Efforts by traditionalist pesantren in Indonesia to integrate traditional teachings with contemporary educational practices are well-documented(Bruinessen, 1994). For example, some pesantren have introduced modern science and technology courses alongside classical Islamic studies, enabling students to gain practical skills while staying rooted in traditional values. This integration is further supported by the adoption of digital learning tools to facilitate more interactive and engaging educational experiences. Similarly, the successful navigation of the interaction between tradition and modernity by traditionalist Islam in Java, particularly through organizations like Nahdlatul Ulama, has been emphasized(Ricklefs, 2012). These examples illustrate how traditionalist Islam bridges two realms often perceived as oppositional—tradition and modernity—especially in the context of early childhood education and family life.
Studies on digital content featuring Islamic values are abundant. Research shows that digital content often portrays various forms of Islamic piety. For instance, some forms coexist with global culture by emphasizing universal values such as compassion, family bonds, and ethical behavior, which resonate broadly across different audiences. In contrast, other forms conflict with global culture by promoting exclusivist interpretations of religious practices or rejecting modern cultural norms outright(Aidulsyah, 2023)(Heryanto, 2014)(Juliansyahzen, 2023). The role of artificial intelligence in supporting Qur'anic education for young children in the Society 5.0 era is significant, offering innovative solutions for educators and parents(El-Laudza, 2021). A multisensory approach using digital technology—combining audio, visual, and kinesthetic elements—has been proposed to enhance holistic memorization of the Qur'an(, 2024). Education is highlighted as a protective tool in the digital age, stressing collaboration between parents and educators to implement digital literacy grounded in Islamic values(, 2023). Islamic religious education significantly shaped children’s moral and religious values during the COVID-19 pandemic(Munastiwi & R., 2021), while digital storytelling created interactive and meaningful learning experiences(Rahiem, 2021). Collectively, these studies show that integrating Islamic principles with technology is essential for early childhood education in a digitally transformative era.
Other studies underline the increasing attention to early childhood education (ECE) in the digital age. Evaluations of formal ECE implementation in pesantren in South Sulawesi noted good graduate quality but identified the need for improvements in teaching processes, such as incorporating more interactive and student-centered methodologies, and enhancing teacher competence through targeted professional development programs, including training in digital literacy and modern pedagogical techniques(, 2023). The significant role of digital technology in Islamic early childhood education has been emphasized, showcasing its potential to enhance the delivery of religious knowledge(Husin et al., 2022). The importance of parental supervision in guiding children’s use of technology to prevent negative effects like cyberbullying and gadget addiction has also been stressed(Astuti et al., 2022). The use of Islamic stories as moral education tools has proven effective in fostering values such as justice and empathy(Faizin & H., 2023). Positive impacts of integrating Islamic values into the ECE curriculum on children’s social skills and moral development have been revealed(Arsyad, 2023). Digital-based learning has significantly enhanced cognitive development in children, particularly in religious education(Salsabila & M., 2022). Online Islamic Religious Education (IRE) fosters independence and comfort in expressing ideas, despite technical challenges(Yumnah, 2021). ECE adaptation in Aceh Jaya has highlighted the critical role of parents in bridging online and offline learning due to disparities in technological access(Fitri & L., 2021). Innovative use of the IcanDO platform for teaching Arabic to young learners has demonstrated its effectiveness through play-based learning(, 2023). These studies collectively stress the need for a holistic, technology-driven approach to integrating Islamic values into ECE, emphasizing collaboration between educators, parents, and technology to maximize the golden age of childhood.
Building on the broader context of Islamic education on digital platforms, the role of Salafi content in early childhood education has also been explored. Nussa animation on YouTube promotes Salafi values, establishing an identity that competes for religious authority in this field(, 2022). Challenges and opportunities in Islamic parenting in the
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