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All Journal Jurnal Mandala Pengabdian Masyarakat Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Open Access DRIVERset
Triana Maulida
Universitas Pendidikan Indonesia
Education Public Health Social Sciences

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Penguatan Literasi Digital Guru TK SIKL Melalui Workshop Book Creator dan Learning Apps Amanda Nur Adliyani; Gina Nurhasanah; Lutfiah Nur Azizah; Saveria Shabrina Zahwa Arsapermana; Siti Aliyyah Zarifa; Triana Maulida; Dhea Ardiyanti
Jurnal Mandala Pengabdian Masyarakat Vol. 7 No. 1 (2026): Jurnal Mandala Pengabdian Masyarakat
Publisher : Progran Studi Farmasi Universitas Mandala Waluya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35311/jmpm.v7i1.1163

Abstract

Pemanfaatan teknologi digital dalam pendidikan anak usia dini (PAUD) menjadi kebutuhan penting untuk menciptakan pembelajaran yang interaktif, kreatif, dan berpusat pada anak. Namun, kemampuan literasi digital guru masih perlu ditingkatkan agar dapat mengintegrasikan media digital secara optimal dalam proses pembelajaran. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi literasi digital guru TK di Sekolah Indonesia Kuala Lumpur (SIKL) melalui pelatihan penggunaan platform Book Creator dan LearningApps. Metode yang digunakan adalah pendampingan berbasis praktik secara intensif yang meliputi tahap sosialisasi, identifikasi kebutuhan, pelatihan penggunaan aplikasi, serta pendampingan mandiri dalam pembuatan media pembelajaran digital.  Peserta kegiatan terdiri atas 2 guru TK dan 10 mahasiswa PPL yang belum memiliki pengalaman dalam menggunakan kedua platform tersebut.  Hasil kegiatan menunjukkan adanya peningkatan kemampuan peserta dalam mengoperasikan dan memanfaatkan media digital untuk pembelajaran, yang ditunjukkan dengan. Berdasarkan hasil pretest dan posttest, sekitar 78% peserta mengalami peningkatan kompetensi literasi digital pada kategori baik, serta mampu menghasilkan media pembelajaran interaktif seperti buku digital dan permainan edukatif berbasis LearningApps, disertai meningkatnya kepercayaan diri dalam penggunaan teknologi. Selain itu, peserta menunjukkan peningkatan kepercayaan diri dalam penggunaan teknologi pada proses pembelajaran. Meskipun demikian, kegiatan masih menghadapi kendala berupa keterbatasan waktu pelatihan dan perangkat yang digunakan. Secara keseluruhan, workshop ini menunjukkan hasil positif dan berkontribusi terhadap peningkatan kompetensi literasi digital guru TK dalam pengembangan media pembelajaran berbasis teknologi di PAUD.
Early Childhood Education Teachers' Perception of the Implementation of the Collaborative Reflection Model in Character Education Triana Maulida; Asep Kurnia Jayadinata; Triana Maulida; Asep Kurnia Jayadinata; Dhea Ardiyanti
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.13

Abstract

Early childhood character education often still relies on passive one-way instruction, even though this approach has proven to be less effective in instilling moral values than direct experience and interaction. This study aims to explore the perception of early childhood education teachers towards the implementation of the collaborative reflection model in character education, especially regarding relevance, feasibility, obstacles, and support needs in daily pedagogical practice. The study used a qualitative descriptive case study design involving educators at a daycare in Cileungsi, Bogor Regency, selected through purposive criterion sampling, with data collected through semi-structured in-depth interviews, pre- and post-observation binary questionnaires, and thetically analyzed field notes.  The results showed that teachers' perceptions underwent a significant transformation, from technical concerns in the pre-observation phase regarding time constraints and difficulties in conditioning children, to full approval of the feasibility of the model after witnessing hands-on practice modeling in the classroom. Teachers also perceive this model to be effective in stimulating the child's high-level cognitive problem-solving skills, social-emotional development, and emotional regulation through the articulation of logical arguments and the discovery of independent solutions. The study concluded that structured collaborative reflection succeeded in operationalizing the basic assumptions of the Integrated Collaborative Reflection Model (ICRM) as a catalyst for converting abstract values into concrete behaviors as well as strengthening teachers' self-efficacy. Implicitly, early childhood education professional development programs need to emphasize modeling and hands-on experience, not just conceptual training, so that teachers are better prepared to adopt reflective practices in character learning.  
Early Childhood Education Teachers' Perception of the Implementation of the Collaborative Reflection Model in Character Education Triana Maulida; Asep Kurnia Jayadinata; Triana Maulida; Asep Kurnia Jayadinata; Dhea Ardiyanti
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 1 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i1.2027.13

Abstract

Early childhood character education often still relies on passive one-way instruction, even though this approach has proven to be less effective in instilling moral values than direct experience and interaction. This study aims to explore the perception of early childhood education teachers towards the implementation of the collaborative reflection model in character education, especially regarding relevance, feasibility, obstacles, and support needs in daily pedagogical practice. The study used a qualitative descriptive case study design involving educators at a daycare in Cileungsi, Bogor Regency, selected through purposive criterion sampling, with data collected through semi-structured in-depth interviews, pre- and post-observation binary questionnaires, and thetically analyzed field notes.  The results showed that teachers' perceptions underwent a significant transformation, from technical concerns in the pre-observation phase regarding time constraints and difficulties in conditioning children, to full approval of the feasibility of the model after witnessing hands-on practice modeling in the classroom. Teachers also perceive this model to be effective in stimulating the child's high-level cognitive problem-solving skills, social-emotional development, and emotional regulation through the articulation of logical arguments and the discovery of independent solutions. The study concluded that structured collaborative reflection succeeded in operationalizing the basic assumptions of the Integrated Collaborative Reflection Model (ICRM) as a catalyst for converting abstract values into concrete behaviors as well as strengthening teachers' self-efficacy. Implicitly, early childhood education professional development programs need to emphasize modeling and hands-on experience, not just conceptual training, so that teachers are better prepared to adopt reflective practices in character learning.  
Co-Authors Amanda Nur Adliyani Asep Kurnia Jayadinata Asep Kurnia Jayadinata Dhea Ardiyanti Gina Nurhasanah Lutfiah Nur Azizah Saveria Shabrina Zahwa Arsapermana Siti Aliyyah Zarifa Triana Maulida