Penguatan Peran Ibu dalam Menstimulasi Kreativitas dan Motorik Halus Anak Berbantuan Teknologi Asesmen Digital Terintegrasi Model Pengasuhan 3T

https://doi.org/10.23960/jpm-ip.vol.5i.3.2250
Diterbitkan: Sep 30, 2026

Abstrak:

The use of digital devices among young children has become part of everyday family life, including in Manunggal Village, Labuhan Deli District, Deli Serdang Regency. Our initial observations indicated that digital devices were often given to children as a means of distraction while mothers attended to their daily activities, whereas active parental involvement remained limited. This situation motivated us to conduct a community engagement program that aimed at strengthening mothers’ understanding and skills in actively and responsively accompanying children in their use of digital devices. The program involved 17 mother-child pairs with children aged 4 to 6 years and was implemented through three stages, including (1) capacity building using the 3T approach and the introduction of the BINA application; (2) guided play activities using digital and physical blocks; and (3) the development of a practical parenting guidebook. From the evaluation results, we showed an increase in mothers’ mean knowledge scores from 62,4 to 86,5. This improvement was also accompanied by changes in mothers’ caregiving practices, particularly their involvement during children’s play and their use of open-ended questions to encourage children exploring their ideas. In conclusion, integrating parenting capacity building with technology-based play activities may offer a relevant approach to promoting parental mediation in supporting the development of young children’s creativity and fine motor skills.

Penulis:
1 . Nina Afria Damayanti
Universitas Negeri Medan
2 . Anita Yus
Universitas Negeri Medan
3 . Rini Juliana Sipahutar
Universitas Negeri Medan
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Cara Mengutip
Damayanti, N. A., Yus, A., & Sipahutar, R. J. (2026). Penguatan Peran Ibu dalam Menstimulasi Kreativitas dan Motorik Halus Anak Berbantuan Teknologi Asesmen Digital Terintegrasi Model Pengasuhan 3T. Jurnal Pengabdian Masyarakat Ilmu Pendidikan, 5(3), 576–599. https://doi.org/10.23960/jpm-ip.vol.5i.3.2250
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Vol 5 No 3 (2026): September 2026
Articles
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Referensi

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    Aksoy, M., & Belgin Aksoy, A. (2023). An investigation on the effects of block play on the creativity of children. Early Child Development and Care, 193(1), 139–158. https://doi.org/10.1080/03004430.2022.2071266

    Angkur, M. F. M., & Wati, S. (2023). Strategi Orang Tua dalam Mendampingi Anak Menggunakan Gadget. Real Kiddos: Jurnal Pendidikan Anak Usia Dini, 2(1), 53–66. https://doi.org/10.53547/realkiddos.v2i1.290

    Babik, I., Cunha, A. B., & Lobo, M. A. (2022). A model for using developmental science to create effective early intervention programs and technologies to improve children’s developmental outcomes (pp. 231–268). https://doi.org/10.1016/bs.acdb.2021.12.003

    Bedard, C., Bremer, E., Campbell, W., & Cairney, J. (2017). A quasi-experimental study of a movement and preliteracy program for 3-and 4-year-old children. Frontiers in Pediatrics, 5. https://doi.org/10.3389/fped.2017.00094

    Bohnert, M., & Gracia, P. (2021). Emerging Digital Generations? Impacts of Child Digital Use on Mental and Socioemotional Well-Being across Two Cohorts in Ireland, 2007–2018. Child Indicators Research, 14(2), 629–659. https://doi.org/10.1007/s12187-020-09767-z

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    Kaloka, R. A., Wulandari, I. S., & Rumekar, R. (2023). Studi Kualitatif Peran Mediasi Orang Tua dalam Penggunaan Gadget pada Generasi Alpha Pasca Pandemi. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(5), 5439–5448. https://doi.org/10.31004/obsesi.v7i5.4510

    Kao, C.-P., Lin, K.-Y., & Williams, P. J. (2025). The influence of STEAM-based block play on creative imagination and performance in preschool children: a latent growth curve model. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-025-10014-1

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    Pacheco, C., Culkin, V., Putkaradze, A., & Zeng, N. (2025). Effects of movement behaviors on preschoolers’ cognition: a systematic review of randomized controlled trials. International Journal of Behavioral Nutrition and Physical Activity, 22(1), 12. https://doi.org/10.1186/s12966-025-01705-y

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    Ratnaningtyas, L., Supriyono, S., & Ishaq, M. (2023). Pengaruh Mediasi Orang Tua pada Penggunaan Media Digital Terhadap Perilaku Eksternalisasi Anak Usia Dini. Jurnal Pembelajaran, Bimbingan, Dan Pengelolaan Pendidikan, 3(5), 362–372. https://doi.org/10.17977/um065v3i52023p362-372

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    Sarini, S., Lismayanti, D., Rosmiyanti, Y., Sumitro, S., Asih, O. R., Ginting, A. K., & Fitriani, D. R. (2025). Mediasi orangtua dengan digital parenting dalam kontrol Pengendalian gadget pada anak usia sekolah. THE JOURNAL OF Mother and Child Health Concerns, 4(5), 209–214. https://doi.org/10.56922/mchc.v4i5.1077

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    Sohn, S. Y., Rees, P., Wildridge, B., Kalk, N. J., & Carter, B. (2019). Prevalence of problematic smartphone usage and associated mental health outcomes amongst children and young people: a systematic review, meta-analysis and GRADE of the evidence. BMC Psychiatry, 19(1), 356. https://doi.org/10.1186/s12888-019-2350-x

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    Weisberg, D. S., Hirsh‐Pasek, K., & Golinkoff, R. M. (2013). Guided Play: Where Curricular Goals Meet a Playful Pedagogy. Mind, Brain, and Education, 7(2), 104–112. https://doi.org/10.1111/mbe.12015

    Whitington, V., & McInnes, E. (2017). Developing a ‘classroom as community’ approach to supporting young children’s wellbeing. Australasian Journal of Early Childhood, 42(4), 22–29. https://doi.org/10.23965/AJEC.42.4.03[LF10.1]

  1. Akram, H., & Li, S. (2024). Understanding the Role of Teacher-Student Relationships in Students’ Online Learning Engagement: Mediating Role of Academic Motivation. Perceptual and Motor Skills, 131(4), 1415–1438. https://doi.org/10.1177/00315125241248709
  2. Aksoy, M., & Belgin Aksoy, A. (2023). An investigation on the effects of block play on the creativity of children. Early Child Development and Care, 193(1), 139–158. https://doi.org/10.1080/03004430.2022.2071266
  3. Angkur, M. F. M., & Wati, S. (2023). Strategi Orang Tua dalam Mendampingi Anak Menggunakan Gadget. Real Kiddos: Jurnal Pendidikan Anak Usia Dini, 2(1), 53–66. https://doi.org/10.53547/realkiddos.v2i1.290
  4. Babik, I., Cunha, A. B., & Lobo, M. A. (2022). A model for using developmental science to create effective early intervention programs and technologies to improve children’s developmental outcomes (pp. 231–268). https://doi.org/10.1016/bs.acdb.2021.12.003
  5. Bedard, C., Bremer, E., Campbell, W., & Cairney, J. (2017). A quasi-experimental study of a movement and preliteracy program for 3-and 4-year-old children. Frontiers in Pediatrics, 5. https://doi.org/10.3389/fped.2017.00094
  6. Bohnert, M., & Gracia, P. (2021). Emerging Digital Generations? Impacts of Child Digital Use on Mental and Socioemotional Well-Being across Two Cohorts in Ireland, 2007–2018. Child Indicators Research, 14(2), 629–659. https://doi.org/10.1007/s12187-020-09767-z
  7. Bronfenbrenner, U. (1979). The Ecology of Human Development. Harvard University Press.
  8. Dere, Z. (2019). Investigating the creativity of children in early childhood education institutions. Universal Journal of Educational Research, 7(3), 652–658. https://doi.org/10.13189/ujer.2019.070302
  9. Gkora, V., & Drigas, A. (2024). Enhancing executive functions in children: a comprehensive review of interventions via digital technologies and future directions. Scientific Electronic Archives, 17(5). https://doi.org/10.36560/17520241974
  10. Hardiyanti, W. D., Prayitno, P., & Pamungkas, J. (2025). Building Creativity Through Digital Art Activities of ScratchJr in Early Childhood. JPUD - Jurnal Pendidikan Usia Dini, 19(2), 207–218. https://doi.org/10.21009/jpud.v19i2.55194
  11. Kaloka, R. A., Wulandari, I. S., & Rumekar, R. (2023). Studi Kualitatif Peran Mediasi Orang Tua dalam Penggunaan Gadget pada Generasi Alpha Pasca Pandemi. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 7(5), 5439–5448. https://doi.org/10.31004/obsesi.v7i5.4510
  12. Kao, C.-P., Lin, K.-Y., & Williams, P. J. (2025). The influence of STEAM-based block play on creative imagination and performance in preschool children: a latent growth curve model. International Journal of Technology and Design Education. https://doi.org/10.1007/s10798-025-10014-1
  13. Lupton, D., Pedersen, S., & Thomas, G. M. (2016). Parenting and Digital Media: From the Early Web to Contemporary Digital Society. Sociology Compass, 10(8), 730–743. https://doi.org/10.1111/soc4.12398
  14. Pacheco, C., Culkin, V., Putkaradze, A., & Zeng, N. (2025). Effects of movement behaviors on preschoolers’ cognition: a systematic review of randomized controlled trials. International Journal of Behavioral Nutrition and Physical Activity, 22(1), 12. https://doi.org/10.1186/s12966-025-01705-y
  15. Palaiologou, I. (2016). Children under five and digital technologies: implications for early years pedagogy. European Early Childhood Education Research Journal, 24(1), 5–24. https://doi.org/10.1080/1350293X.2014.929876
  16. Paterson, A. (2020). The play paradox: A systematic literature review of play-based pedagogy applied in the classroom. Educational and Child Psychology, 37(4), 96–114. https://doi.org/10.53841/bpsecp.2020.37.4.96
  17. Poulain, T., Meigen, C., Kiess, W., & Vogel, M. (2025). Smartphone use, wellbeing, and their association in children. Pediatric Research, 98(6), 2334–2340. https://doi.org/10.1038/s41390-025-04108-8
  18. Ratnaningtyas, L., Supriyono, S., & Ishaq, M. (2023). Pengaruh Mediasi Orang Tua pada Penggunaan Media Digital Terhadap Perilaku Eksternalisasi Anak Usia Dini. Jurnal Pembelajaran, Bimbingan, Dan Pengelolaan Pendidikan, 3(5), 362–372. https://doi.org/10.17977/um065v3i52023p362-372
  19. Robbins, J., Jane, B., & Bartlett, J. (2011). Supporting Technological Thinking: Block Play in Early Childhood Education. In The Professional Knowledge Base of Science Teaching (pp. 223–241). Springer Netherlands. https://doi.org/10.1007/978-90-481-3927-9_13
  20. Sarini, S., Lismayanti, D., Rosmiyanti, Y., Sumitro, S., Asih, O. R., Ginting, A. K., & Fitriani, D. R. (2025). Mediasi orangtua dengan digital parenting dalam kontrol Pengendalian gadget pada anak usia sekolah. THE JOURNAL OF Mother and Child Health Concerns, 4(5), 209–214. https://doi.org/10.56922/mchc.v4i5.1077
  21. Skaggs, P., Twede, B., & Design, R. (2023). Play and Creativity. Journal of Higher Education Theory and Practice, 23(11), 167.
  22. Sohn, S. Y., Rees, P., Wildridge, B., Kalk, N. J., & Carter, B. (2019). Prevalence of problematic smartphone usage and associated mental health outcomes amongst children and young people: a systematic review, meta-analysis and GRADE of the evidence. BMC Psychiatry, 19(1), 356. https://doi.org/10.1186/s12888-019-2350-x
  23. Suryadi, Y., Puspitasari, D., & Widodo, H. (2022). Pemanfaatan Areal Bermain Untuk Meningkatkan Kemampuan Motorik Dan Sensorik Anak Tk Pertiwi Dusun Semaya, Karanglewas. Jurnal Abdi Insani, 9(2), 438–447. https://doi.org/10.29303/abdiinsani.v9i2.551
  24. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.). Harvard University Press.
  25. Weisberg, D. S., Hirsh‐Pasek, K., & Golinkoff, R. M. (2013). Guided Play: Where Curricular Goals Meet a Playful Pedagogy. Mind, Brain, and Education, 7(2), 104–112. https://doi.org/10.1111/mbe.12015
  26. Whitington, V., & McInnes, E. (2017). Developing a ‘classroom as community’ approach to supporting young children’s wellbeing. Australasian Journal of Early Childhood, 42(4), 22–29. https://doi.org/10.23965/AJEC.42.4.03[LF10.1]

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