Article Sidebar

Download
pdf
Statistic
Read Counter : 687 Download : 370

Downloads

Download data is not yet available.

Main Article Content

Abstract

The use of digital technology requires creativity and interaction between users. This is to support the implementation of good learning. This study aims to determine the impact of using digital technology in the context of children's learning on increasing creativity and interaction. Researchers used a qualitative approach with data collection techniques through observation, interviews, and documentation. Data analysis techniques followed the stages of Miles and Humbermen analysis, namely data collection, data reduction, data presentation, and verification. Content analysis and thematic analysis were used to analyze the data collected and identify common and thematic patterns related to the use of digital technology in children's education. The results show that the use of digital technology in children's education has great potential in enhancing creative and interactive learning. Educational games, visual simulations, and interactive multimedia content allow children to think creatively, collaborate, and interact more deeply with learning materials. However, the research also emphasizes the need to balance the use of technology and real social interaction, as well as the selection of developmentally appropriate content. So, the results of this research can be important information for schools that the use of digital technology affects creativity and interaction between teachers and students.

Keywords

Children Creative and Interactive Learning Digital Technology

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Author who publishes in the At-Tarbawi: Jurnal Pendidikan, Sosial dan Kebudayaan ISSN: 2086-9754 (Print), 2086-9754 (Online) agrees to the following terms:

Author retains the copyright and grants the journal the right of first publication of the work simultaneously licensed under the Creative Commons Attribution 4.0 International License. License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Read more about the Creative Commons Attribution-ShareAlike 4.0 Licence here: https://creativecommons.org/licenses/by-sa/4.0/.

Gambar terkait

References

  1. Arini, A., & Umami, H. (2019). Pengembangan pembelajaran pendidikan agama Islam melalui pembelajaran konstruktivistik dan sosiokultural. Indonesian Journal of Islamic Education Studies (IJIES), 2(2), 104–114.
  2. Asakir, I., & Mahmudah, F. (2022). Kreativitas dan inisiatif guru dalam pengembanggan mutu pembelajaran online. Jurnal Studi Guru Dan Pembelajaran, 5(1), 31–40.
  3. Asfahani, A. (2019). Model pengembangan bahan ajar Aqidah Akhlak (studi kasus kelas reguler dan kelas akselerasi MTs Negeri Ponorogo). QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 11(1), 13–36.
  4. Azamiah, M. Z. K., Agustiani, H., & Pebriani, L. V. (2023). Program psikoedukasi penggunaan gadget pada anak usia dini. Murhum: Jurnal Pendidikan Anak Usia Dini, 4(1), 234–244.
  5. Dabbous, A., Barakat, K. A., & Kraus, S. (2023). The impact of digitalization on entrepreneurial activity and sustainable competitiveness: A panel data analysis. Technology in Society, 73, 102224.
  6. Dini, P. (2022). Respon penggunaan media power point berbasis interaktif untuk anak usia dini di era pandemi. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(2), 876–885.
  7. Endarto, I. A., & Martadi, M. (2022). Analisis potensi implementasi metaverse pada media edukasi interaktif. BARIK, 4(1), 37–51.
  8. Hartati, S., Fernadi, M. F., & Utama, E. P. (2022). Integrasi teknologi baru dalam meningkatkan pendidikan Islam di Indonesia. Al-Liqo: Jurnal Pendidikan Islam, 7(2), 159–178.
  9. Hidayat, H., Nurfadilah, A., Khoerussaadah, E., & Fauziyyah, N. (2021). Meningkatkan kreativitas guru dalam pembelajaran anak usia dini di era digital. Jurnal Pendidikan Anak, 10(2), 97–103.
  10. Madjapuni, M. N., & Harun, J. (2019). Kemahiran berfikir kritis melalui permainan digital dalam persekitaran pembelajaran konstruktivisme sosial. International Journal of Education, 4(28), 73–83.
  11. Manurung, P. (2020). Multimedia interaktif sebagai media pembelajaran pada masa pandemi Covid-19. Al-Fikru: Jurnal Ilmiah, 14(1), 1–12.
  12. Miles, M. B. (2014). dan A. Michael Huberman, dan Johnny Saldana. Qualitative data analysis.
  13. Paaskesen, R. B. (2020). Play-based strategies and using robot technologies across the curriculum. International Journal of Play, 9(2), 230–254.
  14. Pavlou, V. (2020). Art technology integration: digital storytellying as a transformative pedagogy in primary education. International Journal of Art & Design Education, 39(1), 195–210.
  15. Pramono, D., Yunita, S., Erviana, M., Setianingsih, D., Winahyu, R. P., & Suryaningsih, M. D. (2021). Implementasi penggunaan teknologi oleh orang tua sesuai pendidikan karakter moral untuk anak usia dini. Journal of Education and Technology, 1(2), 104–112.
  16. Purnomosari, E., Indrawati, I., & Pirunika, S. (2022). Penerapan literasi pada anak usia 5-6 tahun sebagai upaya persiapan masuk ke jenjang SD/MI. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(4), 3381–3390.
  17. Purwaningtyas, F. D., Septiana, Y., Aprilia, H., & Candra, G. (2023). Dampak Penggunaan Gadget Terhadap Perkembangan Psikologi Pada Anak Sekolah Dasar. Jurnal Psikologi Wijaya Putra, 4(1), 1–9.
  18. Putra, L. D., & Pratama, S. Z. A. (2023). Pemanfatan media dan teknologi digital dalam mengatasi masalah pembelajaran. Journal Transformation of Mandalika, 4(8), 323–329.
  19. Rasmani, U. E. E., Nurjanah, N. E., Jumiatmoko, J., Widiastuti, Y. K. W., Agustina, P., & Nazidah, M. D. P. (2022). Multimedia interaktif PAUD dalam perspektif merdeka belajar. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(5), 5397–5405.
  20. Sugiyono, P. D. (2019). Metode penelitian pendidikan (kuantitatif, kualitatif, kombinasi, r&d dan penelitian pendidikan). Bandung. Alfabeta.
  21. Sugrah, N. (2019). Implementasi teori belajar konstruktivisme dalam pembelajaran sains. Humanika, Kajian Ilmiah Mata Kuliah Umum, 19(2), 121–138.
  22. Torkayesh, A. E., & Torkayesh, S. E. (2021). Evaluation of information and communication technology development in G7 countries: An integrated MCDM approach. Technology in Society, 66, 101670.
  23. Travelancya, T., & Asfahani, A. (2022). Model pendampingan penyelenggaraan kelompok bermain holistik & integratif. Absorbent Mind: Journal of Psychology and Child Development, 2(01), 29–35.
  24. Wahyuni, F., & Asfahani, A. (2021). Menjadi orang tua kreatif bagi anak usia dini di masa new normal. Absorbent Mind: Journal of Psychology and Child Development, 1(1), 1–11.
  25. Yusuf, M., Julianingsih, D., & Ramadhani, T. (2023). Transformasi pendidikan digital 5.0 melalui integrasi inovasi ilmu pengetahuan dan teknologi. Jurnal MENTARI: Manajemen, Pendidikan Dan Teknologi Informasi, 2(1), 11–19.