459
Views
299
Downloads
Open Access
Impact of Digital Media on Social-Emotional Development in Early Childhood: A Case Study at TK Kartika XX-46 Kendari
Main Article Content
Abstract
This qualitative study explores digital media's impact on children's social-emotional development at TK Kartika XX-46 Kendari, particularly emphasizing its educational utility and influence on educators' motivation and teaching efficacy. Employing a multi-phase approach involving planning, implementation, and assessment, the research reveals that digital media positively affects children’s social-emotional growth, as evident through heightened enthusiasm and positive behaviors like empathy. The study also discovered an enhancement in educators' motivation and diversification in teaching methods. Initial limitations, such as low digital literacy among teachers and insufficient infrastructure, have been progressively mitigated through concerted efforts involving multiple stakeholders. In a broader context, these findings offer valuable implications for educational practices and public policy by laying the groundwork for future research to refine pedagogical strategies. The study's limitations include its restricted scope, which is confined to one educational institution. Future studies should investigate varied educational settings and examine the complex effects of different digital platforms on children's social-emotional development.
Keywords:
Downloads
Metrics
Article Details
How to Cite
Copyright
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal, provided that the work is not used for commercial purposes.
- Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Privacy Statement
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.
References
Adwiah, A. R., Aulia Faraz Tantia, & I. A. R. (2023). Implementation of Storytelling Method with Folktales in Instilling Character Values in Children: A Study at ABA Warungboto Kindergarten. Golden Age. Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 8(no 1 2023), 47–57.
Amka, A. A. (2014). Membangun Kecerdasan Karakter Anak Usia Dini , Pola Pembelajaran PAUD Berkarakter,. Cempaka Putih Press.
Bai, J., Zhang, H., Chen, Q., Cheng, X., & Zhou, Y. (2022). Technical Supports and Emotional Design in Digital Picture Books for Children: A Review. Procedia Computer Science, 201, 174–180.
Berger, R., Burnette, J. L., Russell, M. V., Hoyt, C. L., Orvidas, K., Widman, L., Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching Adolescents To Become Learners The Role of Noncognitive Factors in Shaping School Performance : A Critical Literature Review Socio-Cultural Context Academic Mindsets Social Skills Perseverance Learning Strategies Academic Behaviors Academic Perfo. British Journal of Educational Psychology, 88(June), 428–445.
Bethell, C., Jones, J., Gombojav, N., Linkenbach, J., & Sege, R. (2019). Positive Childhood Experiences and Adult Mental and Relational Health in a Statewide Sample: Associations Across Adverse Childhood Experiences Levels. JAMA Pediatrics, 173(11), 1–10. https://doi.org/10.1001/jamapediatrics.2019.3007
Budiarti, E. (2022). Problematics of Digital Literacy Implementation in Early Children at Nurul Aulia Kindergarten, Depok. download.garuda.kemdikbud.go.id. https://doi.org/https://doi.org/10.31098/ijeiece.v4i2.893
Budiarti, E., Farista, D., Palupi, D. I., Wonga Wara, L., Rubiah, S. A., & Harti, U. (2022). Storytelling One Day One Book Terhadap Kemampuan Bahasa Ekspresif Anak Usia 4-5 Tahun. Jurnal Pendidikan Indonesia, 3(12), 1091–1101. https://doi.org/10.36418/japendi.v3i12.1405
Budiarti, E., Udjir, N., Rahayu, T., Iftitah, R. A., Ikhlas, A., Mutiara, R. A., & Yasmida, T. K. (2022). Improving Children ’ s Pre Reading Ability through Smartphone Based Learning Video Media in RA Mutiara Ambon. 6(2), 3206–3210.
Cohen, J., Mccabe, E. M., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180–213. https://doi.org/10.1177/016146810911100108
Creswell, J. W., & Guetterman, T. C. (2019). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Pearson.
Denham, S. A., Bassett, H. H., Zinsser, K. M., Bradburn, I. S., Bailey, C. S., Shewark, E. A., Ferrier, D. E., Liverette, K. H., Steed, J., & Karalus, S. P. (2020). Computerized social-emotional assessment measures for early childhood settings. Early Childhood Research Quarterly, 51, 55–66.
Duckworth, K., & Schoon, I. (2010). Progress and attainment during primary school: the roles of literacy, numeracy and self-regulation. Longitudinal and Life Course Studies, 1(3), 223–240. https://doi.org/10.14301/llcs.v1i3.92
Green, J., Staff, L., Bromley, P., Jones, L., & Petty, J. (2020). The implications of face masks for babies and families during the COVID-19 pandemic: A discussion paper. January.
Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283–2290. https://doi.org/10.2105/AJPH.2015.302630
Jumiati, J., Rahakabauw, H., & Budiarti, E. (2022). Pengembangan Media Pembelajaran Digital untuk Anak Usia Dini. JIIP - Jurnal Ilmiah Ilmu Pendidikan, 5(6), 1757–1760. https://doi.org/10.54371/jiip.v5i6.630
Kadarharutami, A. (2011). Sukses Mengasuh Anak Usia 3–6 tahun. 1–30.
Kemendikbud. (2003). Sistem Pendidikan Nasional. 2(1), 39–45. https://doi.org/10.24967/ekombis.v2i1.48
Kurniasih, E. (2019). Media digital pada anak usia dini. Jurnal Kreatif, 9(2), 87–91. https://doi.org/https://doi.org/10.15294/kreatif.v9i2.25401
Kuswanto, C. W., Pratiwi, D. D., & Denata, G. Y. (2023). Children’s Physical Health and Implementation of Post-Pandemic Healthy Behavior. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 7(4), 187–196. https://doi.org/10.14421/jga.2022.74-04
Masitoh dkk. (2004). Stratgi Pembelajaran di TK,. Universitas Terbuka.
Munir. (2017). Pembelajaran Digital. ALfabeta Bandung.
Nabi, R. L., & Wolfers, L. N. (2022). Does digital media use harm children’s emotional intelligence? A parental perspective. Media and Communication, 10(1), 350–360.
Powell, S. (2010). HIDE AND SEEK: VALUES IN EARLY CHILDHOOD EDUCATION AND CARE. British Journal of Educational Studies, 58(2), 213–229.
Prasojo, L.D, dan R. (2011). Teknologi Informasi Pendidikan : Membahas Materi Dasar Teknologi Informasi Yang Wajib Dikuasai Pemula TI (Cetakan ke). Gaya Media.
Rahma, R. A., Lestari, G. D., & Nugroho, R. (2018). The Social Emotional Development of Homeschooling Children. Journal of Nonformal Education, 4(2), 151–160. https://doi.org/10.15294/jne.v4i2.15975
Rahmadani, A. (2022). Perkembangan Sosial Emosional Anak Usia Dini Melalui Aplikasi Tiktok. Jurnal El-Audi, 3(1), 01–05. https://doi.org/10.56223/elaudi.v3i1.42
Sege, R., Bethell, C., Linkenbach, J., & Jones, J. A. (2017). Balancing Adverse Childhood Experiences With HOPE: New Insights Into the Role of Positive Experience on Child and Family Development. 1–32.
Soniyatul Ummah, E., & Sofarina, D. (2023). Menggali Kekuatan Hide-and-Seek: Pendekatan Menjanjikan untuk Menumbuhkan Pengembangan Keterampilan Sosial pada Anak di TK Al-Fadlilah Yogyakarta. Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini, 8(1), 25–35. https://doi.org/https://doi.org/10.14421/jga.2023.81-03
Sugiono. (2013). METODE PENELITIAN KUANTITATIF, KUALITATIF DAN R&D. Alfabeta.
Sukmawati, Jamaludin, Kumbara, Irna, Cahya, Madina, Olha, & Nanan. (2022). Pemanfaatan Teka Teki Silang Sebagai Media Pembelajaran PPKn. Jurnal Kewarganegaraan, 6(1), 754–761. https://doi.org/https://doi.org/10.31316/jk.v6i1.2608
Suyadi. (2016). Psikologi Belajar PAUD Pendidikan Anak Usia Dini,. Pustaka Intan Madani.
Tatminingsih, S. (2019). Kemampuan Sosial Emosional Anak Usia Dini di Nusa Tenggara Barat. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(2), 484. https://doi.org/10.31004/obsesi.v3i2.170
Tu, C., Nurymov, Y., Umirzakova, Z., & Berestova, A. (2021). RETRACTED: Building an online educational platform to promote creative and affective thinking in special education. Elsevier.
Watini, S. (2020). Implementation of Asyik Play Model in Enhancing Character Value of Early Childhood. Journal of Physics: Conference Series, 1477(4). https://doi.org/10.1088/1742-6596/1477/4/042055
Zastrow, C., Kirst-Ashman, K. K., & Hessenauer, S. L. (2019). Empowerment series: understanding human behavior and the social environment. Cengage Learning.
Zhou, W., Nakatsubo, F., Wu, J., & Liu, K. (2022). Digital ethnography of an online professional learning community based on WeChat for Chinese early childhood teachers. Computers & Education, 191, 104617.