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All Journal JOURNAL OF EDUCATION SCIENCE BUAH HATI Visipena Didaktis: Proseding Seminar Nasional Pendidikan Dasar Absorbent Mind ICONESTH Pratama Widya: Jurnal Pendidikan Anak Usia Dini
Helnita
STKIP Bina Bangsa Getsempena
Arts Humanities Computer Science & IT Dentistry Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Public Health Social Sciences Other

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TRANSFORMATION OF EARLY CHILDHOOD EDUCATION IN THE DIGITAL AGE: THE ROLE OF TEACHERS IN BUILDING EARLY LITERACY IN YOUNG CHILDREN Helnita, Helnita; Meutia, Raudha; Miharti, Ridha
Jurnal Buah Hati Vol. 12 No. 2 (2025)
Publisher : Department of Early Childhood Education, Universitas Bina Bangsa Getsempena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/buahhati.v12i2.3480

Abstract

The transformation of learning in Early Childhood Education (PAUD) in the digital age requires a paradigm shift in the teaching and learning process. Teachers are no longer the sole source of information, but rather act as facilitators who utilize technology to create interactive and meaningful learning experiences for children. This study aims to describe the transformation of early childhood education in the digital age and examine the role of teachers in optimizing early literacy development in young children. The research method used is descriptive qualitative with data collection techniques through observation, interviews, and documentation studies at three early childhood education institutions in Banda Aceh. The results of the study show that digital learning transformation in early childhood education is realized through the use of interactive media such as educational videos, children's literacy applications, and digital communication with parents. Teachers play an important role in designing digital-based literacy activities that still pay attention to the principles of developmentally appropriate practice (DAP). In addition, it was found that teachers' digital literacy competencies are a major factor in the success of improving children's early literacy skills, particularly in letter and word recognition and language skills. However, challenges such as limited resources, teacher training, and education policy remain obstacles to implementation. The conclusion of this study emphasizes that the transformation of early childhood education in the digital era requires policy support, strengthening of teacher competencies, and collaboration between educational institutions and parents. Optimizing the role of teachers is key to building a foundation for children's early literacy that includes not only reading and writing skills, but also digital literacy and critical thinking from an early age.
IMPLEMENTATION OF GROUP GUIDANCE BASED ON MULTIPLE INTELLIGENCES TO DEVELOP EMOTIONAL AWARENESS AND INTERPERSONAL COMMUNICATION IN EARLY CHILDHOOD Putri Fakhrina Sari; Helnita; Raudha Meutia; Tria Marvida; Liza Fidiawati
PRATAMA WIDYA : Jurnal Pendidikan Anak Usia Dini Vol 11 No 1 (2026): Pratama Widya April 2026
Publisher : UHN I GUSTI BAGUS SUGRIWA DENPASAR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/pw.v11i1.6454

Abstract

This study aims to describe the implementation of Multiple Intelligences-based group guidance services in developing emotional awareness and interpersonal communication in early childhood. This study uses a qualitative approach with a case study design. A total of 12 children aged 5-6 years and 2 PAUD teachers in Banda Aceh were the subjects in this study. Data collection was carried out through observation, interviews, and documentation. Data analysis used the Miles and Huberman model. The results of the study indicate that the integration of interpersonal intelligence in group guidance activities helps children recognize and express emotions verbally and there is an increase in interpersonal communication skills in the form of active listening, empathy, and cooperation with peers. This study provides conceptual and practical contributions to the development of group guidance services based on developmental psychology theory in the context of early childhood education.
Co-Authors Afdal Afdal, Afdal Ahmad Nasriadi Anita Yus David Daniel Alex Diana Fitriah Hayati Liza Fidiawati Melliani, Mika Meysa Mardalena Sari Miharti, Ridha Novita Fanny Pilenia, Pilenia Putri Fakhrina Sari Raudha Meutia Raudha Meutia Rita Novita Riza Oktariana Rosmala Dewi Rossiana Br Ginting Sarmauli, Sarmauli Satria Prayudi Sistawati, Citra Suwaibah Suwaibah, Suwaibah Tria Marvida