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All Journal ABNA : Journal of Islamic Early Childhood Education Journal of Educational Studies
Rosida Nur Syamsiyati
Universitas Islam Negeri Raden Mas Said Surakarta
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Early Childhood Digital Literacy Gaps for Deep Digital Play-Based Learning Mila Faila Shofa; Subar Junanto; Rosida Nur Syamsiyati; Putri Rizqiyah Rahmawati; Latifah Permatasari Fajrin
Journal of Educational Studies Vol. 3 No. 1 (2025): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i1.4153

Abstract

Digital technology in early childhood education often remains limited to watching and repetitive practice, although digital literacy requires critical, creative, ethical, and contextually meaningful participation. This study mapped young children's digital literacy, examined teachers' pedagogical practices, and identified design requirements for a Deep Digital Play-Based Learning model. A cross-sectional descriptive survey with dual-source needs analysis was conducted. The initial child dataset contained 87 records; five were excluded because reported ages fell outside the 4-to-under-7 criterion, leaving 82 valid records. The teacher dataset comprised 17 educators. The child instrument included 15 items across five dimensions on a four-point scale, whereas the teacher instrument included 14 items across seven dimensions on a five-point scale. Data were analyzed using means, standard deviations, 95% confidence intervals, low-score proportions, Cronbach's alpha, and Friedman tests. Children's overall digital literacy averaged 3.06 (SD = 0.42), with digital creativity as the lowest dimension (M = 3.01). Using camera or recording features to document ideas was the weakest child indicator (M = 2.99; 15.9% low scores). Teachers' pedagogical practices averaged 3.18 (SD = 0.38), but creative production was the weakest dimension (M = 2.82), followed by collaborative sharing (M = 3.00). Facilitating original digital products was the lowest teacher indicator (M = 2.63; 35.3% low scores). The findings reveal a consistent gap between basic device use and productive, reflective, critical, and collaborative digital practices. The model should integrate meaningful triggers, guided exploration, digital creation, critical-ethical dialogue, reflective pauses, and digital-unplugged transfer.
Analysis of Temperament on Children's Emotional Responses to Reward Punishment Intervention at Pembina Kartasura State Kindergarten Lilis Pratiwi; Angelica Beauty Zahra Salshabila Rowie; Elisa Nur Rohmah; Alfit Gelsha Octavia; Larisa Rizqina Mutia; Arsyia Fajarini; Rosida Nur Syamsiyati
ABNA Journal of Islamic Early Childhood Education Vol. 7 No. 1 (2026): ABNA : Journal of Islamic Early Childhood Education
Publisher : UIN Raden Mas Said Surakarta

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Abstract

Penelitian ini bertujuan menganalisis perkembangan aspek sosial-emosional AUD (Temperamen dan strategi Reward Punishment) pada siswa TK Negeri Pembina Kartasura, mengingat pentingnya fondasi ini bagi kesuksesan anak. Menggunakan metode deskriptif kualitatif (observasi, wawancara, dan dokumentasi), studi ini menemukan bahwa perkembangan sosial-emosional siswa berjalan baik, meski terdapat variasi temperamen. Temperamen siswa, yang diklasifikasikan menjadi tipe (mudah, sulit dan lambat), yang hal ini dapat memengaruhi interaksi dan respons mereka. Implementasi strategi Reward Punishment oleh guru terbukti efektif. Pemberian Reward (pujian, contoh: dengan pemberian stiker) meningkatkan motivasi dan kepatuhan, sedangkan Punishment yang bersifat mendidik (dengan metode time-out, teguran lembut) diterapkan konsisten untuk menetapkan batas perilaku.Kesimpulannya, sinergi antara pemahaman guru terhadap karakteristik temperamen dan penerapan Reward dan Punishment yang tepat berkontribusi signifikan pada optimalisasi perkembangan sosial-emosional anak. Penelitian ini merekomendasikan pelatihan berkelanjutan bagi guru untuk mengidentifikasi dan merespons berbagai tipe temperamen serta menyempurnakan teknik Reward Punishment yang lebih personal dan relevan. Kunci Kunci : Temperamen, Sosial Emosional, Anak Usia Dini. This study aims to analyze the development of the social-emotional aspects of Early Childhood Education (Temperament and Reward Punishment strategies) in students of Pembina Kartasura State Kindergarten, considering the importance of this foundation for children's success. Using qualitative descriptive methods (observation, interviews, and documentation), this study found that students' social-emotional development progressed well, despite variations in temperament. Students' temperaments, classified into types (easy, difficult, and slow), can influence their interactions and responses. The implementation of Reward Punishment strategies by teachers proved effective. Providing rewards (praise, for example, by giving stickers) increased motivation and compliance, while educational punishments (time-out methods, gentle reprimands) were applied consistently to set behavioral limits. In conclusion, the synergy between teachers' understanding of temperament characteristics and the appropriate application of rewards and punishments contributed significantly to optimizing children's social-emotional development. This study recommends ongoing training for teachers to identify and respond to various temperament types and to refine more personalized and relevant Reward Punishment techniques. Keywords: Temprament, Social Emotional, Early Childhood Education.
Co-Authors Alfit Gelsha Octavia Angelica Beauty Zahra Salshabila Rowie Arsyia Fajarini Elisa Nur Rohmah Junanto, Subar Larisa Rizqina Mutia Latifah Permatasari fajrin Lilis Pratiwi Mila Faila Shofa Putri Rizqiyah Rahmawati