Teacher Ability in Digital Learning for Increasing Early Childhood Creativity
Abstract views: 28
,
PDF downloads: 33
Abstract
The integration of technology into early childhood education has become a necessity in the Society 5.0 era, particularly to support the development of creativity through interactive and innovative approaches. This study aims to identify the level of kindergarten teachers’ understanding of digital learning as a means to foster creativity in children aged 4 to 6 years. A descriptive quantitative method was employed through a survey of 52 kindergarten teachers in the city of Lhokseumawe. Data were collected using online questionnaires and interviews, and analyzed using percentage-based techniques. The findings indicate that the majority of teachers lack understanding of digital learning (87%), are unfamiliar with the concept of constructive play (79%), and report the absence of digital learning guidebooks (85%). These results highlight an urgent need for comprehensive training in digital pedagogy and the development of technology-based educational play tools to enhance creativity in early childhood learners.
Downloads
References
Arslan, A., & Kartal, S. (2022). The effect of structured material supported collaborative coding workshops in preschool education on students’ basic skills. In International Online Journal of Education and Teaching.
Bachtiar, M. Y. (2021). Peningkatan Kemampuan Mengenal Konsep Bilangan melalui Kegiatan Bermain Konstruktif untuk Siswa TK. Journal of Elementary School (JOES), 4(2), 179–186. https://doi.org/10.31539/joes.v4i2.3127
Behnamnia, N., Kamsin, A., Ismail, M. A. B., & Hayati, A. (2020). The effective components of creativity in digital game-based learning among young children: A case study. Children and Youth Services Review, 116. https://doi.org/10.1016/j.childyouth.2020.105227
Benawan, I., Nugraheni, D. M. K., Noranita, B., & Aryotejo, G. (2023). Digital education game for TK-A level students using multimedia development life cycle method. INTENSIF: Jurnal Ilmiah Penelitian dan Penerapan Teknologi Sistem Informasi, 7(1). https://doi.org/10.29407/intensif.v7i1.18671
Chee Luen, L. (2021). Puppetry activities in early childhood programmes. Southeast Asia Early Childhood Journal (Special Issue), 10, 89–96. http://ejournal.upsi.edu.my/index.php/SAECJ.https://doi.org/10.37134/saecj.vol10.sp.8.2021https://doi.org/10.37134/saecj.vol10.sp.8.2021
Fernández-Oliveras, A., Espigares-Gámez, M. J., & Oliveras, M. L. (2021). Implementation of a playful microproject based on traditional games for working on mathematical and scientific content. Education Sciences, 11(10). https://doi.org/10.3390/educsci11100624
García-Monge, A., Rodríguez-Navarro, H., & Bores-García, D. (2021). New images for old symbols: meanings that children give to a traditional game. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.676590
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. https://doi.org/10.31004/obsesi.v6i1.1205
Hoffman, E. B., & Mangino, A. A. (2022). The digital literacies of early childhood educators: perceptions of collaborative online learning. Journal of Early Childhood Teacher Education. https://doi.org/10.1080/10901027.2022.2075812
Jeffery, C. P. (2021). Parenting in the digital age: Between socio-biological and socio-technological development. New Media and Society, 23(5). https://doi.org/10.1177/1461444820908606
Kodsi, S. H. (2022). Constructive play in Waldorf and Normative preschools in Israel: technological thinking and design process during free play. International Journal of Technology and Design Education, 32(2). https://doi.org/10.1007/s10798-020-09623-9
Koutsoukos, M. (2022). On becoming an effective mentor in adult education—investigating the perceptions of greek adult educators. International Education Studies, 15(3), 1. https://doi.org/10.5539/ies.v15n3p1
Liu, X., & Li, H. (2021). A preliminary study on connectivism—constructivism learning theory based on developmental cognitive neuroscience and spiking neural network. Open Journal of Applied Sciences, 11(08). https://doi.org/10.4236/ojapps.2021.118064
Mustafa, P. S., Prasetyo, T. B., & Romadhana, S. (2020). Metodologi penelitian kuantitatif, kualitatif, dan penelitian tindakan kelas dalam pendidikan olahraga. Program Studi Pendidikan Olahraga Fakultas Ilmu Keolahragaaan Universitas Negeri Malang 2020, 53(9).
Mutch, C., & Peung, S. (2021). ‘Maslow before bloom’: Implementing a caring pedagogy during Covid-19. 18(2), 69–90.
Nikkola, T., Reunamo, J., & Ruokonen, I. (2022). Children’s creative thinking abilities and social orientations in Finnish early childhood education and care. Early Child Development and Care, 192(6), 872–886. https://doi.org/10.1080/03004430.2020.1813122
Nurhayati, S., & Zarkasih Putro, K. (2021). Bermain Dan Permainan Anak Usia Dini. Jurnal Pendidikan Islam Anak Usia Dini, 4(1), 52–64.https://jpk.jurnal.stikescendekiautamakudus.ac.id/index.php/jpk/article/view/7/7
Ocal, E., Karademir*, A., Saatcioglu, O., & Demirel, B. (2021). Preschool teachers’ preparation programs: the use of puppetry for early childhood science education. International Journal of Educational Methodology, 7(2), 305–318. https://doi.org/10.12973/ijem.7.2.305
Oktama Yurita, H., Yetti, E., & Nurani, Y. (2023). Development of Zapin’s Creative Dance to Improve Children’s Kinesthetic Intelligence Aged 5-6 Years. JPUD - Jurnal Pendidikan Usia Dini, 17(1). https://doi.org/10.21009/jpud.171.13
Pratiwi, A. R. W., Nugrahanta, G. A., & Kurniastuti, I. (2021). Development of Traditional Game Module to Strengthen the Conscience of Children 6-8 Years Old. Jurnal Pendidikan Sekolah Dasar, 4(1).
Puspita, B. B., & Edvra, P. A. (2022). The use of youtube and apps by digital moms to support early childhood learning. Athens Journal of Mass Media and Communications, 8(4). https://doi.org/10.30958/ajmmc.8-4-2
Rice, M. F., & Cun, A. (2021). Personalising digital learning for young children: Leveraging psychosocial identities and Techne for literacy development. British Journal of Educational Technology, 52(5). https://doi.org/10.1111/bjet.13076
Sari, S. A., & Fauziyah, P. Y. (2022). Pengaruh permainan konstruktif dan percobaan sains terhadap kreativitas anak usia 5-6 Tahun. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(4), 2453–2461. https://doi.org/10.31004/obsesi.v6i4.1977
Sari, S. A., Suryono, Y., & Fauziah, P. Y. (2023). Kajian literatur tentang fungsi manajemen bagi kurikulum pendidikan anak usia dini. 08(01). https://doi.org/10.24903/jw.v
Söderholm, P., Hellsmark, H., Frishammar, J., Hansson, J., Mossberg, J., & Sandström, A. (2019). Technological development for sustainability: The role of network management in the innovation policy mix. Technological Forecasting and Social Change, 138. https://doi.org/10.1016/j.techfore.2018.10.010
Sugiyono. (2015a). Metode penelitian dan pengembangan pendekatan kualitatif, kuantitatif, dan r&d. In Metode Penelitian dan Pengembangan Pendekatan Kualitatif, Kuantitatif, dan R&D.
Sulistyaningtyas, R. E., & Fauziah, P. Y. (2019). Pengembangan buku panduan permainan tradisional untuk meningkatkan kemampuan motorik kasar anak usia 5-6 tahun. JPPM (Jurnal Pendidikan dan Pemberdayaan Masyarakat), 6(1), 50–58. https://doi.org/10.21831/jppm.v6i1.23477
Sulistyarini, W., & Fatonah, S. (2022). Pengaruh pemahaman literasi digital dan pemanfaatan media pembelajaran terhadap kompetensi pedagogik guru era digital learning. Journal of Educational Learning and Innovation (ELIa), 2(1). https://doi.org/10.46229/elia.v2i1.383
Sutriana, Sapri, J., & Kurniah, N. (2019). Penerapan metode demonstrasi dalam permainan tradisional untuk meningkatkan keterampilan sosial dan motorik kasar (Studi Pada Siswa PAUD Semarak Sanggar, Arga Makmur). Jurnal Ilmiah Teknologi Pendidikan, 8(1).
Zaini, A. (2019). Bermain sebagai Metode Pembelajaran bagi Anak Usia Dini. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal, 3(1), 118. https://doi.org/10.21043/thufula.v3i1.4656
Copyright (c) 2025 Huwaina Awanis, Sudaryanti, SUCI SARI
This work is licensed under a Creative Commons Attribution 4.0 International License.
-
The journal operates an Open Access policy under a Creative Commons 4.0 International license. The terms of the license are:
Share— copy and redistribute the material in any medium or format
Adapt— remix, transform, and build upon the material for any purpose, even commercially.
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons License.that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal
2. 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 (See The Effect of Open Access).
Jurnal Kiddo is licensed under a Creative Commons
n Access).
