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Jurnal Pendidikan Anak Usia Dini Undiksha
Published by Universitas Pendidikan Ganesha
ISSN : 26139669     EISSN : 26139650     DOI : 10.23887/paud
Core Subject : Humanities, Art,
Arts Humanities
Jurnal Pendidikan Anak Usia Dini Undiksha is an open access peer-reviewed scientific journal published by Jurusan Pendidikan Dasar Fakultas Ilmu Pendidikan Universitas Pendidikan Ganesha. The journal publishes different kinds of scientific articles based on the field research and program in the area of early childhood education. We received only articles relating to early childhood education fields, and can be written using quantitative or qualitative approaches. Articles can be made in a variety of research designs, such as action research, experiments, and case studies. This journal was published since 2012, and from 2016 we published articles three times a year (April, August, and December).
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Articles 21 Documents
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Search results for , issue "Vol. 12 No. 3 (2024): December" : 21 Documents clear
PAUD Teachers' Capabilities in Utilizing Information and Communication Technology (ICT) in Learning Ai Nursetiawati; Agustin, Mubiar; Mariyana, Rita
Jurnal Pendidikan Anak Usia Dini Undiksha Vol. 12 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/paud.v12i3.83356

Abstract

The ability of early childhood education (PAUD) teachers to utilize information and communication technology (ICT) is crucial for maximizing the learning process in today’s digital era. However, there are still obstacles and challenges faced by teachers in effectively integrating ICT into teaching and learning activities. Therefore, this study aims to analyze the level of PAUD teachers’ competence in using ICT and to identify various barriers that hinder its implementation. This research employs a qualitative descriptive approach with research subjects consisting of 6 school principals and 12 PAUD teachers. Data collection techniques included documentation studies in the form of surveys, questionnaires, and interviews. Data analysis used interactive techniques from Miles and Huberman. The results show that all aspects of ICT utilization in early childhood education namely ICT understanding (80.55%), curriculum and assessment (83.33%), pedagogy (77.77%), ICT use (80.55%), organizational and administrative functions (87.03%), and teacher professional development (83.33%) fall into the good category and demonstrate optimal implementation. It can be concluded that PAUD teachers have adequate competence in utilizing information and communication technology to support the learning process. This implies that enhancing PAUD teachers’ ICT skills is essential to support innovative and relevant learning in line with current developments.

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