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All Journal Lectura : Jurnal Pendidikan Tinta Emas: Jurnal Pendidikan Islam Anak Usia Dini
Divanti, Adhelia Imel
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Arts Humanities Biochemistry, Genetics & Molecular Biology Education Languange, Linguistic, Communication & Media Social Sciences

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Implementasi Teori Sibernetik terhadap Kemampuan Pemecahan Masalah pada Anak Usia Dini melalui Permainan Konstruktif Lego Divanti, Adhelia Imel; Nashiruddin, Ahmad
Tinta Emas: Jurnal Pendidikan Islam Anak Usia Dini Vol 4 No 1 (2025): Mei 2025
Publisher : Program Studi Pendidikan Islam Anak Usia Dini Fakultas Tarbiyah Institut Pesantren Mathali'ul Falah Pati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35878/tintaemas.v4i1.1667

Abstract

Penelitian ini membahas implementasi teori sibernetik dalam meningkatkan kemampuan pemecahan masalah pada anak usia dini melalui media permainan konstruktif Lego. Teori sibernetik, yang menekankan pada sistem pemrosesan informasi dan berpikir komputasi, digunakan sebagai pendekatan dalam merancang pembelajaran berbasis teknologi informasi. Pendekatan ini membantu anak untuk mengembangkan kemampuan berpikir logis, algoritmik, dan mengenali pola dalam menyelesaikan masalah. Melalui metode observasi dan wawancara di PAUDQU Ittihadul Ummah, ditemukan fakta bahwa permainan Lego yang dipadukan dengan media interaktif mampu menstimulasi anak dalam membangun solusi atas permasalahan yang dihadapi secara mandiri dan berulang. Hasil penelitian menunjukkan bahwa pembelajaran berbasis teori sibernetik dapat memberikan kontribusi positif terhadap perkembangan kemampuan kognitif dan problem solving anak usia dini.
Technological Pedagogical and Content Knowledge (TPACK) Abilities of Early Childhood Education Teachers in Digital-Based Learning Mala, Lilik Sofwatul; Hibana, Hibana; Divanti, Adhelia Imel
Lectura : Jurnal Pendidikan Vol. 16 No. 2 (2025): Lectura: Jurnal Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/kh50x593

Abstract

The digital era has significantly transformed the educational landscape, including at the Early Childhood Education (Pendidikan Anak Usia Dini/PAUD) level, where teachers are expected to master content, pedagogy, and technology integration. However, many PAUD teachers still face challenges in effectively combining these three aspects in their teaching practices. This study aims to describe the Technological Pedagogical and Content Knowledge (TPACK) competency level of PAUD teachers in digital-based learning. Using a quantitative descriptive approach, the study involved six teachers from three Raudhatul Athfal (RA, Islamic early childhood education institutions) in Butuh District, Purworejo Regency. Data were collected through observation and documentation using instruments that covered seven TPACK dimensions: Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Technological Pedagogical Knowledge (TPK), Technological Content Knowledge (TCK), Pedagogical Content Knowledge (PCK), and the comprehensive TPACK. The findings revealed that the overall TPACK mastery of PAUD teachers was in the good category, with an average score of 84.44%. The highest-scoring dimension was the integrated TPACK, while the lowest was PCK, indicating a need for improvement in objectively assessing children’s learning processes and outcomes. These results highlight the ability of RA teachers to integrate technology, pedagogy, and content in digital-based learning and underscore the importance of continuous training and mentoring to enhance their TPACK competencies in meeting the demands of 21st-century education.
Co-Authors Hibana Hibana, Hibana Mala, Lilik Sofwatul Nashiruddin, Ahmad