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All Journal AMALIAH: JURNAL PENGABDIAN KEPADA MASYARAKAT Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Ar-Raihanah: Jurnal Pendidikan Islam Anak Usia Dini Priviet Social Sciences Journal Ininnawa: Jurnal Pengabdian Masyarakat KARYA: Journal of Educational Community Service ECEJ Early Childhood Education Journal EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran PAUDIA: JURNAL PENELITIAN DALAM BIDANG PENDIDIKAN ANAK USIA DINI Jurnal Publikasi Pengabdian Masyarakat: Inovasi dan Pemberdayaan
Delvhina Manga
Universitas Negeri Makassar
Humanities Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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The Effectiveness of Using Kahoot-Based Digital Media in Enhancing Children's Social-Emotional Skills Andi Nur Maharani Islami; Nurul Jamiah Sidiq; Faradillah Rusliana; Delvhina Manga
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 5 No. 1 (2025)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v5i1.200

Abstract

This research aims to assess the effectiveness of Kahoot-based digital media in enhancing the social-emotional abilities of early childhood children. Social-emotional abilities examined include emotional recognition and regulation, cooperative skills, empathy development, and positive social relationship formation. The study employed a quantitative approach using a quasi-experimental design with pre-test and post-test measurements. The research was conducted at TK Aulia Rahma in Takalar, involving 16 children aged 5-6 years from Group B, divided into two groups: the experimental group (8 children) who received learning through Kahoot digital media, and the control group (8 children) who participated in conventional learning methods. Data collection utilized structured observation sheets and social-emotional assessment tools validated by experts. Data analysis employed the Wilcoxon Signed Rank Test to examine the significance of differences between pre-test and post-test results. The findings revealed significant improvements in the experimental group's social-emotional abilities (p = 0.011 < 0.05), with 62.5% of children achieving the "Very Good" category compared to only 12.5% in the control group. Children exposed to Kahoot demonstrated superior progress in teamwork, peer communication, emotional regulation, and empathy skills. These results indicate that Kahoot, with its interactive and gamified features, can effectively support the development of social-emotional skills in young children. The study recommends that educators integrate digital tools like Kahoot in early childhood classrooms to facilitate enjoyable learning experiences that promote emotional awareness and positive social interactions.
A technology acceptance and sociopedagogical perception survey of pre-service early childhood teachers’ use of generative AI for lesson planning Manga, Delvhina; Islami, Andi Nur Maharani
Priviet Social Sciences Journal Vol. 6 No. 5 (2026): May 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v6i5.1084

Abstract

This study investigated pre-service early childhood teachers’ perceptions of generative AI in lesson planning. Using a quantitative descriptive design, 30 fifth-semester students completed an online questionnaire assessing perceived usefulness, perceived ease of use, ethical concerns, sociopedagogical factors, and attitudes toward AI, complemented by open-ended questions. Findings indicate that students perceive AI as highly useful and easy to use, particularly for generating ideas, structuring lesson content, and supporting pedagogical tasks. Ethical concerns were moderate, highlighting awareness of potential overdependence, content accuracy, and academic integrity issues, while sociopedagogical support, including guidance from lecturers, peers, and institutional resources, enhanced confidence and responsible use. Overall, participants demonstrated positive attitudes toward AI, appreciating its practical benefits while recognizing the need for ethical literacy and structured institutional support. The study provides insight into how generative AI can be integrated effectively into early childhood education, balancing innovation, professional judgment, and responsible use.
Co-Authors Afifah, Fadhilah Akil Musi, Muhammad Andi Nur Maharani Islami Angri Lismayani Bakri, Tri Sugiarti M Faradillah Rusliana Faradillah Rusliana Hasmawaty Hasmawaty, Hasmawaty Ilyas, Sitti Nurhidayah Islami, Andi Nur Maharani Kurnia R, Rika Muhammad Yusri Bachtiar, Muhammad Yusri Musi, Muhammad Akil Nurul Jamiah Sidiq Nurul Jamiah Sidiq Sidiq Parwoto, Parwoto Rusliana, Faradilah Sakmawati Salsabila, Aisyah Sugeng Santoso