Issue

Vol. 4 No. 2 (2026): March

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Integrating Emerging Technologies to Strengthen Montessori Preschool Learning

https://doi.org/10.33050/mentari.v4i2.1070
Mardhalia Saitakela
STIKOM Uyelindo Kupang
https://orcid.org/0009-0002-9204-4125
Dimas Aditya Prabowo
Alfabet Inkubator Indonesia
https://orcid.org/0009-0004-4448-2053
Lily Maria
Pandawan Incorporation
https://orcid.org/0009-0005-9759-710X
Triyono
University of Raharja

Corresponding Author(s) : Mardhalia Saitakela

mardhaliasaitakela@gmail.com

Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi, Vol. 4 No. 2 (2026): March

Abstract

In the context of rapidly evolving educational technologies, Montessori preschool learning requires developmentally appropriate innovations that preserve hands-on exploration while enhancing children’s cognitive and sensorial growth. This study aims to investigate the integration of emerging technologies such as AI-assisted learning applications, multimodal digital storytelling, and sensor-based interactive materials within Montessori environments to understand how these tools can support autonomy, concentration, and individualized learning rhythms. The approach focuses on a qualitative case study involving classroom observations, teacher interviews, and analysis of children’s learning behaviours, with a total of 206 participants, to capture how technology is adopted and adapted in authentic preschool contexts. Findings indicate that technology aligned with Montessori principles increases engagement with sensorial tasks, enriches exploration, strengthens differentiated learning pathways, and provides teachers with accurate insight into developmental progress, although excessive digital exposure may reduce children’s interaction with concrete materials. Therefore, the study concludes that thoughtfully integrated emerging technologies can serve as a natural extension of Montessori learning when applied moderately, grounded in pedagogical intention, and designed to enhance rather than replace physical and self-directed experiences, ultimately demonstrating that balanced integration offers meaningful benefits for young learners.

Keywords

Montessori Learning Emerging Technologies Preschool Education Sensorial Exploration Digital Learning Tools
Saitakela, M., Prabowo, D. A., Maria, L., & Triyono. (2026). Integrating Emerging Technologies to Strengthen Montessori Preschool Learning. Jurnal MENTARI: Manajemen, Pendidikan Dan Teknologi Informasi, 4(2), 202–212. https://doi.org/10.33050/mentari.v4i2.1070
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX
References
  1. [1] M. F. Omidire, S. Aung, E. Izevbigie, and S. P. Shai, “Perception of montessori preschool teachers regarding literacy development through technology-supported play-based activities,” Reading & Writing Journal of the Literacy Association of South Africa, vol. 16, no. 1, p. 543, 2025.
  2. [2] H. Putri, A. B. A. Wahab et al., “Transformasi pendekatan montessori dalam pendidikan anak usia dini di era digital: Kajian literatur teoretis,” Jurnal Ilmu Sosial dan Humaniora, vol. 2, no. 2, pp. 71–79, 2024.
  3. [3] D. S. S. Wuisan, R. A. Sunardjo, Q. Aini, N. A. Yusuf, and U. Rahardja, “Integrating artificial intelligence in human resource management: A smartpls approach for entrepreneurial success,” Aptisi Transactions on Technopreneurship (ATT), vol. 5, no. 3, pp. 334–345, 2023.
  4. [4] T. M. Mirazalovna, “Preschool education: Innovative methods and their effectiveness,” AMERICAN JOURNAL OF EDUCATION AND LEARNING, vol. 3, no. 3, pp. 586–590, 2025.
  5. [5] S. J. Permatasari, I. A. Husain, and C. Z. L. Parisu, “Integrasi model pembelajaran holistik untuk optimalisasi perkembangan kognitif anak usia dini,” Journal of Humanities, Social Sciences, and Education, vol. 1, no. 1, pp. 116–128, 2025.
  6. [6] D. Julianingsih, A. G. Prawiyogi, E. Dolan, and D. Apriani, “Utilization of gadget technology as a learning media,” IAIC Transactions on Sustainable Digital Innovation (ITSDI), vol. 3, no. 1, pp. 43–45, 2021.
  7. [7] E. K. Park and A. K. Murray, “Montessori education in the digital age,” The Bloomsbury Handbook of Montessori Education, p. 447, 2023.
  8. [8] Kementerian Pendidikan dan Kebudayaan, “Modul pengembangan keprofesian berkelanjutan terintegrasi penguatan pendidikan karakter: Taman kanak-kanak modul a-3,” https://repositori.kemendikdasmen.go.id/8192/1/TK-MODUL%20A-3.pdf, 2017, diakses pada 19 Maret 2026.
  9. [9] S. Kosasi, C. Lukita, M. H. R. Chakim, A. Faturahman, and D. A. R. Kusumawardhani, “The influence of digital artificial intelligence technology on quality of life with a global perspective,” Aptisi Transactions on Technopreneurship (ATT), vol. 5, no. 3, pp. 240–250, 2023.
  10. [10] D. S. Hermawan and A. K. Dewi, “Potensi buku sensori berbasis montessori dan multimodal terhadap perkembangan kognitif balita usia 3-5 tahun,” REKA MAKNA: Jurnal Komunikasi Visual, vol. 4, no. 2, pp. 178–191, 2024.
  11. [11] U. Rahardja, “The economic impact of cryptocurrencies in indonesia,” ADI Journal on Recent Innovation, vol. 4, no. 2, pp. 194–200, 2023.
  12. [12] B. E. Sibarani, C. Anggreani, B. Artasya, and D. A. P. Harahap, “Unraveling the impact of self-efficacy, computer anxiety, trait anxiety, and cognitive distortions on learning mind your own business: The student perspective,” Aptisi Transactions on Technopreneurship (ATT), vol. 6, no. 1, pp. 29–40, 2024.
  13. [13] N. Lutfiani, N. P. L. Santoso, R. Ahsanitaqwim, U. Rahardja, and A. R. A. Zahra, “Ai-based strategies to improve resource efficiency in urban infrastructure,” International Transactions on Artificial Intelligence, vol. 2, no. 2, pp. 121–127, 2024.
  14. [14] M. Pratiwi and N. Fitria, “Implementasi pendekatan science, technology, engineering, arts, mathematics, montessori, dan islamic berbasis kurikulum merdeka,” Jurnal Anak Usia Dini Holistik Integratif (AU-DHI), vol. 7, no. 2, pp. 132–140, 2025.
  15. [15] U. Rahardja, Q. Aini, D. Manongga, I. Sembiring, and Y. Sanjaya, “Enhancing machine learning with low cost p m2. 5 air quality sensor calibration using image processing,” APTISI Transactions on Management, vol. 7, no. 3, pp. 201–209, 2023.
  16. [16] Q. Widadiyah, E. Effendi, Z. Zaidir, M. Y. Bachtiar, A. Aslindah, D. K. Wardhani, M. Jannah, E. D. Farisandy, A. N. Ismiatun, M. Siregar et al., “Pendidikan anak usia dini: Konsep dan ilmplementasi,” Penerbit Mifandi Mandiri Digital, vol. 1, no. 01, 2024.
  17. [17] I. Muda, R. Sivaraman, S. I. S. Al-Hawary, U. Rahardja, R. S. Bader, D. Kadarsyah, K. S. Mohsen, A. H. Jabbar, and P. Chaudhary, “Hub location-allocation in computer-based networks under disruption using whale optimization algorithm,” Industrial Engineering & Management Systems, vol. 21, no. 3, pp. 503–515, 2022.
  18. [18] M. R. Anwar and L. D. Sakti, “Integrating artificial intelligence and environmental science for sustainable urban planning,” IAIC Transactions on Sustainable Digital Innovation (ITSDI), vol. 5, no. 2, pp. 179–191, 2024.
  19. [19] S. Utami and I. Ishartiwi, “Enhancing pre-reading skills of slow learners through integrated montessori-contextual learning in kindergarten,” Journal of Innovation and Research in Primary Education, vol. 4, no. 3, pp. 1838–1847, 2025.
  20. [20] T. Ramadhan, Q. Aini, S. Santoso, A. Badrianto, and R. Supriati, “Analysis of the potential context of blockchain on the usability of gamification with game-based learning,” International Journal of Cyber and IT Service Management, vol. 1, no. 1, pp. 84–100, 2021.
  21. [21] U. Rahardja, “Penerapan teknologi blockchain dalam pendidikan kooperatif berbasis e-portfolio,” Technomedia Journal, vol. 7, no. 3, pp. 354–363, 2022.
  22. [22] D. Pintaningdyah, H. A. Sya, and N. Karnati, “Literature study: Transformational leadership style and assertiveness in improving the teaching skills teacher’s profession in the digital era,” in AIP Conference Proceedings, vol. 3116, no. 1. AIP Publishing LLC, 2024, p. 040037.
  23. [23] S. N. Ilyas and A. S. W. Asti, “Aplikasi Montessori inspired activity dalam pembelajaran membaca permulaan di TK areta amata school makassar,” in Seminar Nasional Hasil Penelitian 2021: Penguatan Riset, Inovasi, dan Kreativitas Peneliti di Era Pandemi Covid-19. LP2M Universitas Negeri Makassar, 2021.
  24. [24] I. Cortoni et al., “Social and cultural determinants of technology use in children under six,” MEDITER-RANEAN JOURNAL OF SOCIAL SCIENCES, vol. 6, no. 5, pp. 1–10, 2025.
  25. [25] Y. Mauluddia and H. Yulindrasari, “Peran literasi digital dalam mendukung perkembangan anak usia dini melalui pemanfaatan teknologi,” Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, vol. 8, no. 5, pp. 1209–1220, 2024.
  26. [26] Y. Iskandar, S. Setiana, D. Darmayanti, I. C. Destiyanti, I. Iman, and N. Nuryati, “Digitalisasi pendidikan di pendidikan anak usia dini,” Journal of Innovation and Sustainable Empowerment, vol. 1, no. 1, pp. 1–6, 2022.
  27. [27] M. A. Aykam and ˙I. As, “Rethinking educational spaces: How technology and architecture reshape control and social dynamics in schools,” in Proceedings of the international conference of contemporary affairs in architecture and urbanism-ICCAUA, vol. 8, no. 1, 2025, pp. 23–38.
  28. [28] G. Djaparova, “Integrating technology into preschool english curriculum: From play-based to digital learning,” FILOLOGIYA MASALALARI (MAGISTRATURA), vol. 1, no. M3-4, pp. 10–20, 2025.
  29. [29] G. H. O. Cazco, M. L. ´A. Obreg´on, N. I. U. Pinduisaca, and O. I. I. Cobagango, “Methods, didactic strategies, and educational experiences with ict for pre-reading in childhood,” South African Journal of Childhood Education, vol. 14, no. 1, pp. 1–11, 2024.
  30. [30] A. U. Fahmiyah, D. Kuswandi, and S. Wahyuni, “Using learning media to improve beginning reading skills: Penggunaan media belajar untuk meningkatkan kemampuan membaca permulaan,” PAUDIA: Jurnal Penelitian dalam Bidang Pendidikan Anak Usia Dini, pp. 308–326, 2025.
  31. [31] M. Yusuf, D. Julianingsih, T. Ramadhani et al., “Transformasi pendidikan digital 5.0 melalui integrasi inovasi ilmu pengetahuan dan teknologi,” Jurnal MENTARI: Manajemen, Pendidikan Dan Teknologi Informasi, vol. 2, no. 1, pp. 11–19, 2023.
  32. [32] T. T. T. Hien, “Efficient management in the montessori educational environment for preschool children,” International Research Journal of Management, IT and Social Sciences, vol. 11, no. 1, pp. 49–57, 2024.
  33. [33] T. Bahr, “Integrating making in early childhood education. how teachers’ technology-related competencies make a difference,” International Journal of Technology and Design Education, pp. 1–30, 2025.
  34. [34] I. Imronudin and U. Astira, “Intensifikasi kompetensi literasi dengan metode montessori pada siswa kelas rendah madrasah ibtidaiyyah,” BASICA, vol. 3, no. 2, pp. 51–72, 2023.
  35. [35] P. Edastama, S. Purnama, R. Widayanti, L. Meria, and D. Rivelino, “The potential blockchain technology in higher education learning innovations in era 4.0,” Blockchain Frontier Technology, vol. 1, no. 01, pp. 104–113, 2021.
  36. [36] N. W. R. Dewi, “Analisis perbandingan k13 paud & kurikulum merdeka paud,” Perencanaan Pembelajaran PAUD, vol. 38, 2025.
  37. [37] D. R. Apriliana, U. Waluyo, H. Soepriyanti, and H. Suryaningsih, “English teachers’ strategies in teaching preschool students using the montessori method: A case study at bale anak lombok montessori school futura indonesia,” Jurnal Ilmiah Profesi Pendidikan, vol. 9, no. 4, pp. 3168–3173, 2024.
  38. [38] K. Kis, C. Kirana, P. Romadiana, B. Wijaya, A. M. Raya et al., “Peningkatan sumber daya manusia melalui pembuatan video pembelajaran bagi guru-guru,” ADI Pengabdian Kepada Masyarakat, vol. 1, no. 2, pp. 1–7, 2021.
  39. [39] N. Siregar, A. Ajat, and I. Yuliantina, “Pengembangan modul sensori integrasi untuk meningkatkan kemampuan inisiatif anak usia 5-6 tahun di tk refah kotapinang,” Cokroaminoto Journal of Primary Education, vol. 8, no. 4, pp. 1478–1488, 2025.
  40. [40] B. Any, S. Four, and C. Tariazela, “Technology integration in tourism management: Enhancing the visitor experience,” Startupreneur Business Digital (SABDA Journal), vol. 3, no. 1, pp. 81–88, 2024.
  41. [41] N. W. R. Dewi, “Konsep dasar kurikulum paud,” Perencanaan Pembelajaran PAUD, p. 30, 2025.
  42. [42] Q. Aini, N. Lutfiani, and M. S. Zahran, “Analisis gamifikasi ilearning berbasis teknologi blockchain,” ADI Bisnis Digital Interdisiplin Jurnal, vol. 2, no. 1 Juni, pp. 79–85, 2021.
  43. [43] O. D. Chilvers, “Connecting the montessori philosophy through edtech,” Master’s thesis, Chapman University, 2025.
  44. [44] P. Handayani, “Manajemen peningkatan mutu pendidik di paud-tk baitul hikmah al-zain kelurahan pasar pargarutan kecamatan angkola timur kabupaten tapanuli selatan,” Ph.D. dissertation, IAIN Padangsidimpuan, 2022.
  45. [45] C. Nijma, E. Asnatasia et al., “Membangun karakter anak usia dini: Integrasi nilai religius dan etika dalam kurikulum paud,” Al-Athfal: Jurnal Pendidikan Anak, vol. 6, no. 2, pp. 166–180, 2025.
  46. [46] S. Andell, “Outside the prepared environment: How montessori teacher training influences practitioner attitudes to technology.” Online Submission, 2022.
Read More
Author biographies is not available.
Download this PDF file
PDF
Statistic
Read Counter : 0 Download : 0

Downloads

Download data is not yet available.

Similar Articles

1 2 3 4 5 > >> 

You may also start an advanced similarity search for this article.