Etika Profesionalisme Guru dalam Menghadapi Tantangan Digital di TK Muslimat NU Kajen - Amalia Nazala Ruzda; Siau Ling; Nur Khasanah (Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan, 2026)
Perkembangan teknologi digital telah mengubah praktik pembelajaran pada pendidikan anak usia dini (PAUD), sekaligus menghadirkan tantangan etis bagi guru dalam penggunaan media digital, perlindungan privasi anak, serta pengelolaan budaya konten di lingkungan sekolah. Penelitian ini bertujuan mendeskripsikan implementasi etika profesionalisme guru dalam menghadapi tantangan digital di TK Muslimat NU Kajen serta mengidentifikasi bentuk-bentuk praktik etis yang diterapkan dalam pembelajaran berbasis teknologi. Kebaruan penelitian ini terletak pada kajian integratif mengenai etika profesi guru, penggunaan smart board sebagai media pembelajaran digital, dan perlindungan privasi anak dalam konteks PAUD. Penelitian menggunakan pendekatan kualitatif deskriptif dengan melibatkan kepala sekolah dan guru sebagai informan penelitian. Data dikumpulkan melalui observasi, wawancara semi-terstruktur, dan dokumentasi, kemudian dianalisis menggunakan model Miles dan Huberman melalui reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa guru telah menerapkan prinsip profesionalisme dan etika digital melalui pemilihan konten edukatif yang sesuai perkembangan anak, pembatasan durasi penggunaan media digital, komunikasi profesional dengan orang tua melalui platform digital, serta perlindungan privasi anak melalui mekanisme perizinan dokumentasi. Temuan penelitian juga menunjukkan adanya tantangan berupa meningkatnya ketergantungan anak terhadap media visual digital dan kebutuhan peningkatan literasi digital guru. Penelitian ini memberikan kontribusi terhadap pengembangan literasi etika digital guru PAUD serta menjadi dasar bagi sekolah dalam merumuskan kebijakan penggunaan teknologi yang aman, etis, dan berorientasi pada kepentingan terbaik anak.   The rapid development of digital technology has transformed learning practices in Early Childhood Education (ECE), while simultaneously presenting ethical challenges for teachers in the use of digital media, the protection of children's privacy, and the management of digital content culture within educational settings. This study aims to describe the implementation of teacher professionalism ethics in facing digital challenges at TK Muslimat NU Kajen and to identify ethical practices applied in technology-based learning. The novelty of this research lies in its integrative examination of teacher professional ethics, the use of smart boards as digital learning media, and the protection of children's privacy within the context of early childhood education. This study employed a descriptive qualitative approach involving the principal and teachers as research informants. Data were collected through observations, semi-structured interviews, and documentation, and were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings indicate that teachers have implemented principles of professionalism and digital ethics through the selection of educational content appropriate to children's developmental stages, limitations on the duration of digital media use, professional communication with parents through digital platforms, and the protection of children's privacy through documentation consent procedures. The findings also reveal challenges related to children's increasing dependence on digital visual media and the need to strengthen teachers' digital literacy. This study contributes to the development of digital ethics literacy among ECE teachers and serves as a reference for schools in formulating technology-use policies that are safe, ethical, and oriented toward the best interests of children.