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All Journal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini ENTITA: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial
Maylani, Isna
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Humanities Economics, Econometrics & Finance Education Social Sciences

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Narasi Gender dan Pemberdayaan Perempuan dalam Laman Digital Let’s Read: Kajian pada Cerita-cerita dari Indonesia Maylani, Isna
Entita: Jurnal Pendidikan Ilmu Pengetahuan Sosial dan Ilmu-Ilmu Sosial Special Edition: Renaisans 1st International Conference of Social Studies
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ejpis.v1i.19147

Abstract

The limitations of learning media that are gender-responsive and not gender biased are one of the obstacles to achieving gender equality in the world of education. Meanwhile, the presence of the Lets' Read digital page is a digital-based learning media that is often used to improve literacy and reading skills, but has not been optimally utilized in promoting gender equality issues. This research tries to explore how Let's Read digital media captures gender narratives and women's empowerment through stories set in Indonesia. The method used is qualitative descriptive. The method used in data collection is observation through strict reading, either literary texts that are used as research objects as primary data or other texts that come from journals and supporting books in accordance with the formal object of research as secondary data sources. Data analysis uses descriptive and explanatory approaches. The results of the study showed that the 12 story titles contained diverse gender narratives with multicultural story contexts. In addition, the stories set in postcolonial culture also show the tendency of women to support each other so that a strong empowerment discourse is realized through the diversity of professions.
Mediating Digital Narratives: Parental Roles in Enhancing Multimodal Literacy for Early Childhood Maylani, Isna; Putri, Farah Rizkita; Nihlah, Ayu Kamilatun
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 10 No. 1 (2026)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v10i1.7490

Abstract

This study explores how parental mediation in digital children’s literature enhances multimodal literacy in early childhood. It analyzes the experiences of eight mothers of children aged 5–6 years, gathered through asynchronous written interviews and examined using thematic analysis. The findings demonstrate that multimodal features of digital narratives, such as visuals, audio, and interactive elements, stimulate vocabulary growth, narrative comprehension, and creative expression. Crucially, these outcomes are strengthened when parents actively co-read, guide discussions, and critically select appropriate content. The study highlights that digital literature extends beyond entertainment to become a pedagogical tool for literacy development when mediated effectively. It further underscores the need to integrate digital narratives into early childhood education, aligning them with contemporary pedagogical strategies emphasizing parental involvement, multimodal engagement, and balanced screen-time management.
Co-Authors Nihlah, Ayu Kamilatun Putri, Farah Rizkita