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All Journal Jejak digital: Jurnal Ilmiah Multidisiplin International Journal of Language and Ubiquitous Learning
Vabio Lekahena
Institut Agama Kristen Negeri Ambon
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Membangun Literasi Digital Anak Usia Dini melalui Penerapan AI dalam Studi Kualitatif di TK Ciarylene Ambon Vabio Lekahena; Rena Martha Riry; Nonce Sainlia; Marlen Patalala; Vinky Behuku
Jejak digital: Jurnal Ilmiah Multidisiplin Vol. 2 No. 4 (2026): JUNI-JULI
Publisher : INDO PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63822/wn5x0892

Abstract

Peningkatan literasi digital pada anak usia dini menjadi urgensi dalam menghadapi tantangan pendidikan abad ke-21. Penelitian ini bertujuan untuk mengeksplorasi penerapan kecerdasan buatan (AI) dalam pembelajaran di TK Ciarylene Ambon dan dampaknya terhadap perkembangan literasi digital anak. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan dokumentasi, kemudian dianalisis menggunakan metode analisis tematik. Hasil penelitian menunjukkan bahwa AI diterapkan melalui berbagai aplikasi edukatif seperti asisten virtual berbasis suara, permainan interaktif, dan sistem adaptif pembelajaran. Guru memanfaatkan AI sebagai alat bantu untuk meningkatkan keterlibatan dan pemahaman anak terhadap materi. Anak-anak menunjukkan kemajuan dalam mengenali simbol digital, mengikuti instruksi berbasis AI, serta meningkatkan kemampuan berpikir logis dan bahasa. Guru menyambut baik teknologi ini namun menghadapi kendala pada aspek teknis, kesiapan pedagogis, dan infrastruktur. Penelitian ini memberikan kontribusi terhadap literatur yang masih terbatas mengenai penggunaan AI di pendidikan anak usia dini, khususnya di konteks wilayah Indonesia timur. Implikasi penelitian mencakup pentingnya pelatihan guru yang berkelanjutan, pengembangan aplikasi edukatif yang sesuai budaya lokal, dan penyusunan kebijakan teknologi pendidikan yang kontekstual dan inklusif.
Ubiquitous Learning and Multicultural Competence: Improving Cross-Cultural Communication Skills Vabio Lekahena; Marcus Frets. Pessireron; Tran Thi Lan; Korlina Makulua; Lidya J. Liline
International Journal of Language and Ubiquitous Learning Vol. 2 No. 4 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i4.1769

Abstract

Background. In the era of globalization, cross-cultural communication skills have become increasingly essential due to the rise in intercultural interactions. As societies become more interconnected, the ability to effectively communicate and collaborate across cultures is vital. This research emphasizes the importance of fostering multicultural competence and enhancing cross-cultural communication skills through technology-based learning programs. Purpose. The study aims to explore how ubiquitous learning can improve multicultural competence and cross-cultural communication skills. It seeks to understand the impact of technology-driven learning on enhancing participants' ability to navigate and engage in diverse cultural contexts. Method. A mixed-methods design was employed, combining quantitative surveys and qualitative interviews. The participants included students from various cultural backgrounds. The quantitative data were collected through pre- and post-intervention surveys to assess changes in cross-cultural communication skills, while qualitative data were gathered through interviews to capture in-depth insights into the participants' experiences and perceptions of the learning program. Results. The results demonstrated a significant improvement in participants' cross-cultural communication skills, with scores increasing from 65 before the intervention to 82 after the intervention. The qualitative analysis revealed positive themes, such as increased cultural understanding and greater self-confidence in interacting with people from diverse backgrounds. Conclusion. The study concludes that a holistic and collaborative learning approach can have a profound impact on improving multicultural competence. The research highlights the effectiveness of technology-based learning in fostering cross-cultural communication skills and making educational curricula more inclusive and relevant to the needs of participants in a multicultural environment. This study contributes to the development of more inclusive educational programs that better equip students to engage in global and multicultural contexts.
Co-Authors Korlina Makulua Lidya J. Liline Marcus Frets. Pessireron Marlen Patalala Nonce Sainlia Rena Martha Riry Tran Thi Lan Vinky Behuku