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Sulistyawati, Wiwik
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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Journal : Journal of Education Technology and Inovation

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Utilizing Social Media as a Collaborative Learning Platform in Early Childhood Education: Opportunities and Challenges sulistyawati, wiwik
Journal of Education Technology and Inovation Vol. 8 No. 1 (2025): Journal of Education Technology and Inovation (June)
Publisher : Program Pasca Sarjana, Universias PGRI Argopuro Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/jeti.v8i1.2320

Abstract

This study examines the use of social media as a collaborative learning platform in early childhood education. In the digital era, the use of social media is increasingly massive, but its potential in the context of collaborative learning for early childhood still needs to be explored comprehensively. The purpose of the study was to identify opportunities and challenges for implementing social media as a means of collaborative learning in early childhood education institutions. The research methodology uses a qualitative approach with data collection techniques through participatory observation, in-depth interviews with educators and parents, and content analysis on selected social media platforms. The findings were analyzed using the triangulation method to ensure the validity and reliability of the research results. The results of the study can be concluded that social media has transformative potential in the context of PAUD, but its implementation requires a systemic approach that bridges structural gaps and builds the capacity of all stakeholders
INTERACTIVE BLOCK GAMES TO IMPROVE VISUAL SPATIAL INTELLIGENCE IN EARLY CHILDHOOD sulistyawati, wiwik
Journal of Education Technology and Inovation Vol. 7 No. 2 (2024): Journal of Education Technology and Inovation (December)
Publisher : Program Pasca Sarjana, Universias PGRI Argopuro Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/jeti.v7i2.2050

Abstract

The development of technology and modern lifestyle has changed children's play patterns, where more time is spent with digital devices than manipulative activities that support visual-spatial development, interactive block play is a popular activity for preschool children and has been considered by researchers as a versatile activity to help children develop technological thinking, critical thinking, problem solving, creativity, and abstract thinking, Data collection was carried out through systematic observation, documentation, and performance tests to measure the development of children's visual-spatial intelligence. The collected data were analyzed using the independent sample t-test statistical test, and the paired sample t-test to analyze the increase in scores from pretest to posttest. The validity and reliability of the instrument trial instrument with a Cronbach's alpha reliability value> 0.7. based on the Sig. (2-tailed) value in the experimental class of 0.010 <0.05. So there is a difference before the intervention or pretest and after the intervention or posttest. Therefore, there is an influence of interactive block play to improve visual spatial intelligence in early childhood. Children who regularly play with interactive blocks show improvements in several cognitive aspects. They have better abilities in recognizing patterns, understanding spatial relationships, and solving problems involving spatial orientation
The Influence Of Interactive Learning Media To Increase Learning Motivation And Learning Outcomes For Early Childhood sulistyawati, wiwik; Sumartiningsih, Indah; Priatiningsih, Selasih
Journal of Education Technology and Inovation Vol. 7 No. 1 (2024): Journal of Education Technology and Inovation (June)
Publisher : Program Pasca Sarjana, Universias PGRI Argopuro Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/jeti.v7i1.1844

Abstract

Specific learning objectives, pedagogical approaches, and the overall learning environment must be taken into account when assessing the impact of interactive media on student motivation and learning outcomes. Learning media have a major influence on children's ability to understand the material presented. This is because the media used is able to provide a real and concrete understanding of the message so that the message conveyed is clearer and deeper The research design used causal quantitative by administering a pretest posttest to young children in Labschool Kindergarten with a number of 25 objects, analysis using the SPSS version 24 program. Based on the summary of the results of the hypothesis test as shown in Table 3 with the results in the first hypothesis test P Value of 0.073 means P> 0.05, in the second hypothesis test P Value of 0.078 means P> 0.05 and in the third hypothesis test P Value is 0.065 means p> 0.05 then in all these tests the zero hypothesis is rejectedThe findings support the hypothesis that interactive multimedia has a positive effect on student motivation and learning outcomes in special subjects on the theme of Introduction to Pancasila in Kindergarten. IKIP PGRI Labschool keyword. interactive learning media, motivation, and learning outcomes
Enhancing Young Learners' Creative Thinking through Problem-Based Learning: An Indonesian Early Childhood Education Context sulistyawati, wiwik
Journal of Education Technology and Inovation Vol. 8 No. 2 (2025): Journal of Education Technology and Inovation (December)
Publisher : Program Pasca Sarjana, Universias PGRI Argopuro Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31537/jeti.v8i2.2764

Abstract

ABSTRAK Background: Creative thinking has emerged as a critical 21st-century competency, yet Indonesian early childhood education continues to employ predominantly teacher-centered approaches that may constrain children's natural creative capacities during critical developmental periods. Purpose: This study examined the effectiveness of Problem-Based Learning (PBL) in enhancing creative thinking abilities among young learners in Indonesian early childhood education contexts, specifically investigating its impact on fluency, flexibility, originality, and elaboration dimensions. Method: A quasi-experimental design with non-equivalent control groups was employed involving 120 children aged 4-5 years from six early childhood centers in Jember Regency, East Java. Participants were allocated into experimental (n=60) and control (n=60) groups through cluster random sampling. The PBL intervention spanned twelve weeks with three 60-minute sessions weekly. Creative thinking was assessed using an adapted Torrance Tests of Creative Thinking-Figural Form (TTCT), complemented by classroom observations and portfolio assessments at pre-test, post-test, and eight-week follow-up. Results: ANCOVA results revealed significant main effects of PBL on post-test creative thinking scores after controlling for baseline performance (F(1,117) = 51.00, p < .001). The experimental group demonstrated substantially superior performance (M = 56.17, SD = 6.24) compared to controls (M = 51.34, SD = 7.05), with mean gains more than double (M = 8.15 vs. M = 3.59). Effects persisted at follow-up assessment (M = 54.85 vs. M = 50.05), indicating sustained retention. Dimensional analysis showed particularly pronounced impacts on originality and flexibility. Conclusion: Problem-Based Learning constitutes an efficacious pedagogical approach for enhancing creative thinking in Indonesian early childhood contexts when implemented with cultural responsiveness and appropriate scaffolding. The findings support PBL adoption as a mechanism for cultivating twenty-first-century competencies while demonstrating effectiveness across socioeconomic strata
Co-Authors Priatiningsih, Selasih Sumartiningsih, Indah Trinuryono, Sabekti Wahyudi Wahyudi