Strategi Guru dalam Pemanfaatan Media Digital untuk Pengembangan Kognitif Anak Usia Dini
DOI:
https://doi.org/10.61253/jcgcs.v5i2.1114Kata Kunci:
Anak Usia Dini, Media Digital, Perkembangan Kognitif, Strategi GuruAbstrak
Penelitian ini bertujuan untuk menganalisis strategi guru dalam memanfaatkan media digital untuk mengembangkan kognitif anak usia dini di RA Al-Mujtama’ Pamekasan. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data penelitian diperoleh melalui observasi, wawancara, dan dokumentasi dengan subjek penelitian yang terdiri atas kepala sekolah dan guru kelas. Analisis data menggunakan model Miles, Huberman, dan Saldaña melalui tahapan kondensasi data, penyajian data, serta penarikan kesimpulan. Hasil penelitian menunjukkan bahwa strategi guru dalam pemanfaatan media digital dilakukan melalui tiga tahap, yaitu perencanaan, pelaksanaan, dan evaluasi. Pada tahap perencanaan, guru menyusun RPPH dan memilih media digital sesuai tujuan pembelajaran. Pada tahap pelaksanaan, media digital digunakan melalui kegiatan pembukaan, inti, dan penutup dengan pendampingan aktif guru. Media yang digunakan meliputi televisi, laptop, tablet/Hp, LCD/proyektor, YouTube, serta perangkat audio. Faktor pendukung meliputi kompetensi guru, ketersediaan sarana, dan dukungan lingkungan sekolah, sedangkan hambatan berupa keterbatasan perangkat dan kendala teknis. Penelitian ini menunjukkan bahwa pemanfaatan media digital yang terencana dan terkontrol dapat menjadi sarana pendukung dalam menstimulasi perkembangan kognitif anak usia dini.Referensi
Al-Athfal: Jurnal Pendidikan Anak. (2025). Exploring the impact of digital literacy on cognitive development in early childhood education: A systematic literature review. Al-Athfal: Jurnal Pendidikan Anak, 11(1), 105–134. https://doi.org/10.14421/al-athfal.2025.111-08
Arianto, B. (2024). Triangulasi metode penelitian kualitatif. Borneo Novelty Publishing.
Arum, R. A. D., Dewi, R. P., & Widyasari, C. (2025). Use of digital educational media for early childhood cognitive stimulation. Early Childhood Research Journal. https://doi.org/10.23917/ecrj.v7i2.8782
Babullah, R. (2022). Teori perkembangan kognitif Jean Piaget dan penerapannya dalam pembelajaran. Epistemic: Jurnal Ilmiah Pendidikan, 1(2), 131–152.
Demeke, M. M., Gebremedhin, Z. A., & Yohannes, T. K. (2022). The role of technology in early childhood education: Enhancing learning experiences. Proceedings of the International Conference of Innovation Science Technology Education Children and Health, 2(1), 278–282. https://doi.org/10.62951/icistech.v2i1.146
Dwi Cahyono, M., Yasirwan, M., Nurdin, E. A., & Megasari, R. (2025). Implementasi model scaffolding berbantuan multimedia interaktif untuk meningkatkan kemampuan analisis siswa SMK. Jurnal Pendidikan Sains dan Komputer, 5(2), 220–230. https://doi.org/10.47709/jpsk.v5i02.6830
Frontiers. (n.d.). The role of educational apps and digital media in early childhood cognitive development. https://www.frontiersin.org/research-topics/76359/the-role-of-educational-apps-and-digital-media-in-early-childhood-cognitive-development
Hafidza, R., Wati, K. S., & Safitri, D. (2024). Perkembangan kognitif anak usia 5–6 tahun berdasarkan keterampilan berpikir simbolik. Alzam: Jurnal Pendidikan Islam Anak Usia Dini, 4(1), 11–20.
International Association for the Study of Wellbeing in Early Childhood Education (IASWECE). (n.d.). Digital media. https://iaswece.org/digital-media/
Karnita, A., Aisyah, S., Mustapa, N., Syarah, E. S., Jovanka, D. R., & Mahamud, S. B. (2025). Exploring the impact of digital literacy on cognitive development in early childhood education: A systematic literature review. Al-Athfal: Jurnal Pendidikan Anak, 11(1), 105–134. https://doi.org/10.14421/al-athfal.2025.111-08
Khamidah, A., & Sholichah, N. I. (2022). Digital pop up learning media for early childhood cognitive development. International Journal of Early Childhood Education Research. https://doi.org/10.31958/ijecer.v1i1.5833
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
Listyowati, A., & Kinasih, T. (2025). Pre-service early childhood teachers' perceptions on digital media for language creativity stimulation. Journal of Early Childhood Education Perspectives, 1(2), 102–113. https://doi.org/10.64850/jecep.v1i2.110
Loka, N., & Sabila, R. (2024). Balancing challenges and opportunities: Enhancing early childhood cognitive skills through digital tools. GENIUS: Indonesian Journal of Early Childhood Education, 5(2), 105–118. https://doi.org/10.35719/gns.v5i2.187
Mahriza, R., Syarfina, S., Astuti, D., Warmansyah, J., & Zain, A. (2023). Developing digital learning media to promote early children’s cognitive development. In International Conference on Social Science and Education (ICoeSSE 2023) (pp. 574–587). Atlantis Press.
Mala, L. S., Hibana, H., & Divanti, A. I. (2025). Technological pedagogical and content knowledge (TPACK) abilities of early childhood education teachers in digital-based learning. Lectura: Jurnal Pendidikan, 16(2), 712–724.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
National Association for the Education of Young Children. (n.d.). Developmentally appropriate practice (DAP). https://www.naeyc.org/resources/topics/dap
National Association for the Education of Young Children, & Fred Rogers Center for Early Learning and Children's Media. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. https://www.naeyc.org/resources/topics/technology-and-media
Nirmala, B., Agusniatih, A., Setianingsih, H. P., Imamah, Z., Annuar, H., & Sirjon. (2026). Digital media and social interaction in early childhood: A systematic literature review. Journal of Childhood Development, 6(1), 40–58. https://doi.org/10.25217/jcd.v6i1.7507
Pawitri, A., Mansoer, Z., & Mappapoleonro, A. M. (2025). Pemanfaatan penggunaan media digital yang aman dalam pendidikan anak usia dini. Jurnal Kolaboratif Sains, 8(1), 889–898. https://doi.org/10.56338/jks.v8i1.6975
Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
Premier Science. (2025). Exploring the impact of digital literacy on cognitive development in early childhood education: A systematic literature review. https://premierscience.com/pjp-25-808/
Rahmatiah, R., Sarjan, M., Muliadi, A., Azizi, A., Hamidi, H., Fauzi, I., Yamin, M., et al. (2022). Kerangka kerja TPACK (Technological Pedagogical Content Knowledge) dalam perspektif filsafat ilmu untuk menyongsong pendidikan masa depan. Jurnal Ilmiah Profesi Pendidikan, 7(4), 2230–2241. https://doi.org/10.29303/jipp.v7i4.1069
Rahmi, I. (2025). Strategi guru dalam memanfaatkan teknologi informasi dan komunikasi (TIK) pada pembelajaran anak usia 5–6 tahun di TK Negeri 2 Yogyakarta (Skripsi, UIN Sunan Kalijaga Yogyakarta).
Sumarni, N. (2022). Tantangan guru dan orang tua dalam peran digital parenting untuk pengembangan kognitif anak usia dini. Hadlonah: Jurnal Pendidikan dan Pengasuhan Anak Usia Dini, 3(1), 41–48.
UNESCO. (2023). Global education monitoring report 2023: Technology in education—A tool on whose terms? UNESCO Publishing. https://unesdoc.unesco.org/
UNESCO. (2023). Guidance for generative AI in education and research. https://www.unesco.org/en/articles/guidance-generative-ai-education-and-research
UNICEF Evaluation Office. (n.d.). UNICEF's policy guidance on AI and children. https://academy.evalcommunity.com/unicefs-policy-guidance-on-ai-and-children/
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
