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All Journal Journal of Nonformal Education Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Cakrawala: Jurnal Pengabdian Masyarakat Global Educative: Jurnal Ilmiah Pendidikan
Desmawati Roza
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Adzkia
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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AI-Powered Storybooks: An Interactive Medium for Early Childhood English Literacy Roza, Desmawati; Sharif, Qaisar
Educative: Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2026): January - April 2026 in Progress
Publisher : LPPI Yayasan Almahmudi bin Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70437/educative.v4i1.1813

Abstract

The integration of artificial intelligence (AI) into educational materials has opened new possibilities for early childhood language learning. This study aimed to develop and evaluate an AI-based interactive storybook as a medium for introducing English vocabulary to early childhood learners at TK Yayasan Wanita Kereta Api (YWKA). Employing a Research and Development (R&D) approach with the ADDIE model on a limited scale, the study involved 20 children from one classroom. Data were collected through structured observation using a four-point developmental rubric assessing vocabulary recognition, word-picture association, pronunciation, listening engagement, and comprehension. Results indicated that the majority of children achieved the Developing as Expected (BSH) and Developing Very Well (BSB) categories across all indicators. The AI-based storybook proved effective in enhancing children's English vocabulary acquisition and sustaining learning engagement throughout the instructional process. These findings conclude that AI-based storybooks represent a viable and innovative instructional medium for early childhood education. The implications suggest that such technology-enhanced materials should be more widely integrated into early childhood curricula, particularly to introduce English language learning at an early age, thereby supporting the development of foundational language competencies in young learners.
Co-Authors Aulia Fikrina Cahyani Kusuma, Tesya Delfia, Eva Desmariani, Evi Esa Zulhija, Zikry Farida Mayar Fikriando, Eko Gusrianti, Silfa Hariani Manurung, Kiki Hartati`, Sri Meriyanti Meriyanti Meriyanti Mulia Helmi, Wahyuni Nofriyanti, Yelva Nurhafizah Nurhafizah Sabrina Sabrina Salamah, Ummi Sharif, Qaisar Sharina, Najwa Siregar, Zulfahman Sri Hartati Sukandar, Warlan Syahrani, Hanifah Syahrul Ismet Ummi Salamah Wulandari, Mardiah Yaswinda Yaswinda Zulminiati Zulminiati