Persepsi Pendidik Anak Usia Dini Terhadap Integrasi Teknologi di Kecamatan Lotu Kabupaten Nias Utara

Nihna Atho'a Rosfalia; Ikha Durrotun Nasikhah; Firman Priyo Suhasto

doi:10.47861/khirani.v2i4.1455

Authors

Nihna Atho'a Rosfalia Universitas Al-Falah As-Sunniyyah Jember
Ikha Durrotun Nasikhah Universitas Al-Falah As-Sunniyyah Jember
Firman Priyo Suhasto Universitas Al-Falah As-Sunniyyah Jember

DOI:

https://doi.org/10.47861/khirani.v2i4.1455

Keywords:

technology, integration, early, childhood, education, perception

Abstract

The use of technology can be integrated into early childhood education up to college. Several studies explain that technology can improve the learning process in early childhood education. This study aims to investigate teachers' perceptions of technology integration into early childhood learning. This study uses a descriptive-qualitative method that applies a case study as a research design. The data obtained are primary data. The research instruments consisted of observations, interviews, and surveys in which teachers of the Pelangi Early Childhood Education School in Lotu District, North Nias Regency became research respondents. The results of the study showed that most teachers showed a positive attitude towards the use of technology in the classroom and had tried to integrate it into learning activities. Meanwhile, there are two obstacles in implementing technology in learning for early childhood, namely maintaining their attention when using technological devices in the classroom and choosing technology that is appropriate for children. The use of technology in learning can motivate, make learning more fun, child-centered learning, and increase children's opportunities to achieve learning targets

References

Aljaberi, N. (2021). Perceptions and beliefs of the teachers of kindergarten and the first primary stage for employing digital technologies in the education process in Jordan. International Journal of Progressive Education, 17(5), 87–101.

Asmara, A., dkk. (2023). Media pembelajaran berbasis teknologi: Apakah memiliki pengaruh terhadap peningkatan kreativitas pada anak usia dini? Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(6), 7253-7261.

Aydogdu, F. (2022). Augmented reality for preschool children: An experience with educational contents. British Journal of Educational Technology, 53(2), 326–348.

Ayuni, D., & Setiawati, F. A. (2019). Kebun buah learning media for early childhood counting ability. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 3(1).

Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability, 12(24), 10367.

Djamaluddin, A., & Wardana. (2019). Belajar dan pembelajaran. Sulawesi Selatan: CV. Kaaffah Learning Center.

Hendraningrat, D., & Fauziah, P. (2021). Media pembelajaran digital untuk stimulasi motorik halus anak usia dini. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 6(1), 58–72.

Ishak, N., Din, R., & Othman, N. (2022). Teachers’ perceptions and challenges to the use of technology in teaching and learning during Covid-19 in Malaysia. International Journal of Learning, Teaching and Educational Research, 21(5), 281–308.

Iskandar, A., dkk. (2023). Peran teknologi dalam dunia pendidikan. Sulawesi: Cendekiawan Inovasi Digital Indonesia.

Konca, A. S., & Tantekin Erden, F. (2021). Digital technology (DT) usage of preschool teachers in early childhood classrooms. Journal of Education and Future.

Nurdiantami, Y., & Agil, H. M. (2020). The use of technology in early childhood education: A systematic review. Proceedings of the International Conference of Health Development. Covid-19 and the Role of Healthcare Workers in the Industrial Era (ICHD 2020).

Ogegbo, A. A., & Aina, A. (2020). Early childhood development teachers’ perceptions on the use of technology in teaching young children. South African Journal of Childhood Education, 10(1).

Prayogi, R. D., & Estetika, R. (2019). Kecakapan abad 21: Kompetensi digital pendidik masa depan. Jurnal Manajemen Pendidikan, 14(2), 144–151.

Priyanti, E., & Haryanto. (2023). Pemanfaatan teknologi informasi dan komunikasi dalam menunjang pembelajaran di PAUD. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 7(4), 4585-4598.

Safitri, K., Fauzi, T., & Andriani, D. (2021). Dampak pembelajaran daring terhadap interaksi sosial anak. Jurnal Pendidikan Anak Usia Dini, 5(1), 143–152.

Siringoringo, R. (2024). Pengaruh integrasi teknologi pembelajaran terhadap efektivitas dan transformasi paradigma pendidikan era digital. Jurnal Yudistira: Publikasi Riset Ilmu Pendidikan dan Bahasa, 2(3), 66-76.

Sugiyono. (2017). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif dan R&D. Jawa Barat: Alfabeta.

Suryana, D. (2021). Pendidikan anak usia dini teori dan praktik pembelajaran. Jakarta: Kencana.

Syaifudin, M. (2021). Integrasi teknologi dalam pembelajaran di kelas. Sidoarjo: Kanzun Books.

Tatminingsih, S. (2020). Teaching practice patterns in ECE teacher program in distance education in Indonesia. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(1), 857–868.

Ventouris, A., Panourgia, C., & Hodge, S. (2021). Teachers’ perceptions of the impact of technology on children and young people’s emotions and behaviours. International Journal of Educational Research Open, 2, 100081.

Yaumi, M. (2021). Media dan teknologi pembelajaran. Jakarta: Prenada Media.